Curriculum development

The natural world and environmental issues present critical points of convergence

between Indigenous and non-Indigenous people and their knowledge systems. This

qualitative study engaged with 18 Indigenous and non-Indigenous environmental

practitioners in interview conversations to explore their experiences in cross-cultural

environmental collaborations. The research undertakes a complexity theory approach to

answer the following research questions:

1.a) What skills, values, knowledges and approaches do environmental

practitioners need to enable Western and Indigenous knowledge systems to come

together in addressing environmental challenges?

1. b) What does effectiveness and/or success look like in cross-cultural

environmental collaboration?

2. How can post-secondary and professional development educational programs

impart the skills, values, knowledges and approaches that their students need to

effectively engage in work that brings together Indigenous and non-Indigenous people

and their knowledge systems in addressing environmental challenges?

This study applied multiple lenses to analyze and interpret the data. The author's

own reflections as both a practitioner and researcher working and teaching in crosscultural

environmental contexts were a central component of the study. Through this

analysis a set of skills, values, knowledges, approaches, attributes, and roles emerged.

The findings reaffirm the importance of respect, relationship, responsibility, and

reciprocity as central values in Indigenous praxis and identify additional values. The

application of a critical theory lens illuminated that subtle racism and microaggressions

influence environmental collaboration between Indigenous and non-Indigenous people.

The study proposes a curriculum and program design for post-secondary and professional

development contexts, that draws upon multiple pedagogies to prepare learners to work

cross-culturally in respectful ways. These findings are relevant to environmental

practitioners currently working in the field and contribute to a further articulation of an

emerging Indigenous Environmental Studies and Sciences (IESS) pedagogy.

Author Keywords: Cross-cultural collaboration, Curriculum Development, Environmental Education, Indigenous Studies, Professional Development