Creating Collaborative Learning Opportunities for Indigenous Youth with Archaeology-Based Environmental Education

• Published in: Advances in Archaeological Practice
• Main Authors: Reetz, Elizabeth, Quackenbush, William
• Format: Article in Journal/Newspaper
• Language: English
• Published: Cambridge University Press (CUP) 2016
• Subjects: First Nations
• Online Access: http://dx.doi.org/10.7183/2326-3768.4.4.492; https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S2326376800001078

Abstract Archaeologists are in a unique position to promote heritage and preservation through environmental education, the fundamentals of which have overlapping and parallel themes in archaeology education and outreach. Recently, successful community-based collaborative research and archaeology fieldwork initiatives between archaeologists and Native American/First Nations communities have prompted tribal leaders to pursue ways for youth in their communities to engage in contemporary cultural and natural resources work, thus inspiring future stewardship and introducing youth to professional pathways. With the guidance of archaeologists and tribal community educators, youth can participate in authentic, hands-on archaeological activities that place them into the roles of scientists and researchers and allow them to interpret their own archaeological heritage. A July 2015 partnership between archaeologists and the Ho-Chunk Nation in Wisconsin provided a place-based archaeological learning experience at a site area that was personally relevant to the student participants. A solid and collaborative planning process between archaeologists and tribal staff contributed to a successful workshop where all parties met their goals of strengthening partnerships and providing an enriching experience for the students. The integration of science-based archaeology with a traditional cultural learning environment provided a comfortable setting that resulted in noticeable engagement and enthusiasm.