As a culminating presentation by the Nexus Fellows in Indigenous Ocean Ecologies, first-year SMEA student and Nexus Graduate fellow Izzi Lavallee will lead a presentation on the work their “research family” has done around “Indigenous Ocean Ecologies”. The presentation will feature several undergrad fellows speaking about the community-engaged projects they designed this year. Izzi worked closely with SMEA Assistant Professor P. Joshua Griffin to co-design and co-facilitate a weekly fellows seminar.
The presentation is scheduled for this Friday May 21, 10:40-10:55 PST as part of the Center for American Indian and Indigenous Studies Symposium.
Full details and abstract below:
Isabel Lavallee, Autumn Forespring, Sesilina Emalata Heather Lane, Stephanie Masterman, Sierra Red Bow, Isa Whalen, P. Joshua Griffin
Emergent Pedagogies of the Indigenous Ocean Ecologies Research Family
Within the constraints of the COVID-19 pandemic, the Nexus Indigenous Ocean Ecologies Fellowship and CAIIS Research Family has created a space of community care & intellectual nurturing. In this presentation, we discuss our process and experience(s) as multi-generational, multi-disciplinary scholars throughout the 2020-21 academic year. Around the theme of “Indigenous Ocean Ecologies,” our shared work has centered spatial & temporal interrelationships between each other, the other-than-human world, and the social, cultural, economic, and political concerns of the Indigenous nations and communities with whom we are in relation. As individuals we have designed community-based projects to engage these diverse, interconnected systems, such as: the relations between global ocean currents and food sovereignty; militarism in the Pacific and human health; river water quality and identity; water abundance and Indigenous diasporas; access to salmon, herring, and other fishes; and community storytelling. Together we have co-created a pedagogy that centers relations & wellness through rooted practices such as space agreements, mental health check-ins, and whole-person learning, intended to resist the often-dehumanizing landscape of academia. Our ongoing, emergent pedagogy invites new formations of teaching and knowledge-sharing across disciplines where we value the growth of good relations above the standardized metrics of performance which dominate the university today.