| Summary: | Dissertation (Ph.D.) University of Alaska Fairbanks, 2017 How can education in the Arctic foster individual and community resilience in a time of rapid social-environmental change? Education and learning, have powerful potential to affect future social-environmental system resilience. This research unpacks and examines the connections and feedbacks among studies of social-environmental systems (SESs), resilience, compulsory education and Indigenous knowledge. The last few decades have witnessed global recognition of rapid climate change in the Arctic; primarily the diminishing cryosphere. This has led to discussion and debate over the role of schools in addressing local knowledge, environmental changes, and community priorities. In the U.S. state of Alaska and in other Arctic regions, the role of compulsory schooling, in particular public schools, in improving the fit between environmental changes, learning practices, and future policies for local to regional Arctic SESs has been largely overlooked. I hypothesize that, as extensions of governments, public schools in the U.S. Arctic and in similar locations offer an opportunity to better link societies and environments through governance. At the individual level, education is a vital component of resilience, but such education must embrace multiple perspectives in its curriculum to honor and access the diverse input offered by local, Indigenous, and Western methods of knowledge production. At the societal scale, schools are an untapped resource with which to meet the challenge of bolstering capacity for proactive adaptation in a time of rapid transformation. Youth in the Arctic will actively shape the future yet currently remain an untapped resource in the pursuit of community resilience. Critical thinking exercises like scenarios development are crucial to build adaptive capacity, in large part through entraining leadership skills based on multiple forms of knowledge brought to bear on the complexity of SES change. This research demonstrates, through three ...
|
|---|