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Abstract Detail

Education Sharing our Ethnobotany Curriculum: the Open Science Approach

PrettyPaint-Small, Valerie [1].

Research Agendas on Native American Reservations: Who Should be in the Drivers Seat and Why Its Important.

Tribal colleges continue to lead their respective communities into the 21st century by developing a science and technology curriculum that incorporates cultural values and their respective native languages. Despite efforts to assimilate Native Americans into non-Indian society, most tribes within the US have, and continue to assert their rights of sovereignty over cultural resources and indigenous knowledge. However, the unfortunate history of research scientists conducting studies without benefit to the community have spurred tribal colleges to lead the way in securing intellectual rights to said knowledge. Given the financial benefits to universities by way of federal funding to conduct research on indigenous issues, university-led research has often led to self-serving or individualistic topics that provide no real-world benefit to the community within which they study. Furthermore, many federally funded research fellowships and internships require tribal college students to leave their respective reservations, rather than working with tribal colleges and their respective communities to help solve real-world contemporary native issues. Universities can help to provide resources that are often lacking at tribal colleges due to budget shortfalls and a history of underfunding native students. These studies, however must be driven by the needs of the communities within which they serve and tribal colleges should be at the forefront to control the research process, rather than universities and non-Indian students forcing their own research agendas.

Broader Impacts:

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1 - Colorado State University, Weed Sciences , Plant Sciences Building, Fort Collins, CO, 80523, USA

none specified

Presentation Type: Symposium or Colloquium Presentation
Session: SY15
Location: Lindell C/Chase Park Plaza
Date: Wednesday, July 13th, 2011
Time: 4:45 PM
Number: SY15005
Abstract ID:505

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