Journal of Geoscience Education
Volume 72, 2024 - Issue 2
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Curriculum and Instruction
Culturally sustaining pedagogy in an outdoor environmental science education program to support high school students’ identities as Indigenous people and scientists
Karla B. Eitela McCall Field Campus and Outdoor Science School, University of Idaho, McCall, Idaho, USA;b Department of Natural Resources and Society, University of Idaho, Moscow, Idaho, USACorrespondence[email protected]
https://orcid.org/0000-0003-4451-3636View further author information
Alicia Wheelerc Education Department, Nez Perce Tribe, Lapwai, Idaho, USAView further author information
, Kay Sevena McCall Field Campus and Outdoor Science School, University of Idaho, McCall, Idaho, USAView further author information
, Josiah Pinkhamd Cultural Resource Program, Nez Perce Tribe, Lapwai, Idaho, USAView further author information
, Teresa Cavazos Cohne Department of Natural Resources and the Environment, University of New Hampshire, Durham, New Hampshire, USAView further author information
, Christina Uha McCall Field Campus and Outdoor Science School, University of Idaho, McCall, Idaho, USAView further author information
, Ethan White Templea McCall Field Campus and Outdoor Science School, University of Idaho, McCall, Idaho, USAView further author information
, Melinda Davisf Impact STEM Ed LLC, Moscow, Idaho, USAView further author information
, Joyce McFarlandc Education Department, Nez Perce Tribe, Lapwai, Idaho, USAView further author information
, Jan Eitela McCall Field Campus and Outdoor Science School, University of Idaho, McCall, Idaho, USA;b Department of Natural Resources and Society, University of Idaho, Moscow, Idaho, USAView further author information
, Marcie Carterg Department of Fisheries Resource Management, Nez Perce Tribe, Lapwai, Idaho, USAView further author information
, Raymond Dixonh Department of Curriculum and Instruction, University of Idaho, Idaho, USAView further author information
& Lee Vierlingb Department of Natural Resources and Society, University of Idaho, Moscow, Idaho, USAView further author information
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Pages 119-133
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Received 25 Feb 2022, Accepted 19 Jun 2023, Published online: 02 Aug 2023
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