Teaching and learning about climate change with Innu Environmental Guardians

Abstract

Impacts related to climate change are commonly reported in northern Canada. Labrador Innu have a multi-millennial history in this area, putting them in a good position to document and interpret these changes. Western Science monitoring initiatives are commonplace throughout northern areas and offer one approach for answering questions related to ecosystem change. Since 2001, the Innu Environmental Guardians Training Program has offered modules covering topics including fisheries, caribou, archaeology and most recently on climate change and forest ecosystems. This article provides an approach for detecting changes to the boreal forests of Labrador using empirical monitoring protocols that were determined in consultation with Labrador Innu and university-trained scientists, which ultimately led to the establishment of Innu Permanent Sample Plots (IPSPs). In our experience facilitating these modules, much has been learned regarding the importance of culturally appropriate place and module content. Challenges encountered throughout the modules, including sustaining attendance, dealing with remote locations and attention to accuracy and precision, are explored. In our experience, the establishment of long-term monitoring plots with continued Innu involvement will go far in bettering our understanding of how the boreal forests of Labrador are responding to climate change.

Acknowledgements

Stephen Loring, Saint Mary's University (Innu Studies Program), Valerie Courtois, Philippe LeBlanc, Pierre Goulet, Anthony Jenkinson, Rob Thompson, Franziska Von Rosen and the Innu youth film group, Penote and Christine Poker. An extra special thanks to all of the Innu Environmental Guardians who participated in the climate change modules: Hank Rich, Sebastien Piwas, Guy Playfair, Valerie Courtois, Paul Pone, Etienne Pone, James Nuna, David Hart, Patrick Ashini, Mary-Charlotte Michel, Napes Ashini, Patrick Ashini. Primary funding for the climate change modules came from SSHRC and IPY grants of Dr. Trudy Sable with the Gorsebrook Research Institute at Saint Mary's University in Halifax. We are grateful to E. Urquhart, the guest editors and two anonymous reviewers for valuable comments on the manuscript.