Graduation Date
Spring 2025
Document Type
Thesis
Program
Master of Arts degree with a major in Social Science, Environment and Community
Committee Chair Name
Dr. Cutcha Risling Baldy
Committee Chair Affiliation
Cal Poly Humboldt Faculty or Staff
Second Committee Member Name
Dr. Daniel Lipe
Second Committee Member Affiliation
Cal Poly Humboldt Faculty or Staff
Third Committee Member Name
Dr. Nancy Pérez
Third Committee Member Affiliation
Community Member or Outside Professional
Fourth Committee Member Name
Michael Shackelford
Fourth Committee Member Affiliation
Community Member or Outside Professional
Keywords
Native American studies, Trauma-informed care, Indigenous futurism, Indigenous data sovereignty, Northern California, Research protocols, Indigenous ethnobotany, Digital, Archival science, Environmental site assessment, History, Environmental justice, Land return, Anti-colonial, Cábula
Subject Categories
Environment and Community
Abstract
The ‘Place-Based Learning Practices Project’ is a graduate project under the Native American Studies Department Rou Dalagurr Food Sovereignty Lab and Traditional Ecological Knowledges Institute (FSL). Making contributions at the intersection of Western academia and Indigenous science, it imagines and realizes content, policies, and protocols surrounding two case studies and the larger cal poly humboldt (cph) institution which respect, honor, and uplift Indigenous sovereignty and resurgence in partnership with the Blue Lake Rancheria Tribe and the greater regional tribal community. Encompassing two projects internal and external to the institution, I aim to address the construction of controlled and protective environments for research with sovereign Indigenous sciences and Traditional Ecological Knowledges (TEK), while also advancing the products and projects through cábula and Indigenous community-based participatory action research paradigms (ICBPAR) to realize material and functional applications for the partnered communities. The internal case study of the institution is ‘Landscape (Hi)Stories of Wiyot Plaza’, which includes the ‘hsu Ethnobotanical Map’, and Wiyot Plaza Site (Hi)Story- an Indigenized Environmental Site Assessment, produced through the lens of trauma-informed care and archival disordering. Appropriate research and data sovereignty structures for doing work with sovereign Indigenous sciences are also explored, and proposed for institutional adoption. External to the institution is a second case study with the Blue Lake Rancheria Tribe (BLR), the ‘Living Database and Indigenous Agroecosystems’ Project, which includes feasibility study for the production of a Living Database of Relational Knowledges, the production of a Tribal Research Protocol, and resulting informed projects in Indigenous agroecology. Both of these case studies contribute to the overarching work of establishing appropriate community collaboration protocols and best practices for the larger campus community regarding Indigenous knowledges and sciences in place-based learning and research, rooted in Indigenous worldviews of relationality and reciprocity, which forefronts the health of relationships with the regional tribal community.
Citation Style
APA
Recommended Citation
Rojas-Vienneau, Karley M., "Place-based learning practices: a diptych case study of human and more-than-human relationality at the tribal and western academic institutional interface" (2025). Cal Poly Humboldt theses and projects. 2296.
https://digitalcommons.humboldt.edu/etd/2296
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Botany Commons, Curriculum and Social Inquiry Commons, Environmental Studies Commons, Food Studies Commons, Indigenous Education Commons, Indigenous Studies Commons, Latina/o Studies Commons, Native American Studies Commons, Other Education Commons, Other Plant Sciences Commons, Social and Cultural Anthropology Commons, Social Justice Commons