A Reflection written by Sonia Ibarra, PhD Candidate, College of Fisheries and Ocean Sciences, University of Alaska Fairbanks
Over the last two years, I have been very fortunate to attend the American Indian Science and Engineering Society (AISES) Conference alongside bright young students from Hydaburg, AK. In November 2016, we made our way down to chilly Minneapolis and were welcomed by many warm faces, hugs, and songs that echoed the values of many Native peoples throughout the U.S. AISES is a unique scientific conference that reminds me that
1) We need to increase Native voices in the sciences and
2) We need to rekindle the understandings of our ancestors in solving contemporary problems.
For me personally, accompanying students at AISES was a big deal because I value organizations that provide multiple roadmaps for increasing diversity of perspectives, worldviews, and values in the sciences.
As a graduate student who has had the opportunity to attend and visit various universities through coursework, internships, and research experiences, one thing that I have personally noticed is that little diversity exists within higher education. Native Americans represent 1.7 percent of the U.S. population, yet less than 0.5 percent of all U.S. scientists and engineers are Native American (King 2013). Therefore it is critical that we address ways of creating opportunities for indigenous youth that both acknowledges their value systems while helping them navigate and train for the outside world. AISES does both of these things by integrating strong diverse cultural values into a scientific conference.
At AISES, indigenous and non-indigenous scientists learn about and showcase cutting edge research, high school and undergraduate students have secured scholarships, internships, and jobs, and support networks can be created and expanded. This year one Hydaburg high school student (Navaeh Peele) received a laptop award for her exceptional poster presentation and one Hydaburg undergraduate student (Sarah Peele) received a travel award. AISES also provides experiences for indigenous students that undoubtedly helps them become leaders and scientists in various capacities. Capacity-building is a foundational way to plant a sustainable idea for the future. AISES helps plant this seed by empowering young indigenous scientists.
When we think about the sustainability of our decisions, the way we live, and the jobs that employ us, we should always think about how we plant seeds for our future. Opportunities like AISES and nurturing hands-on science experiences for our youth can help plant seeds that will help Southeast Alaska become a better place for the next generation. Let’s work together to support our upcoming leaders and scientists.
King, H. (2013) Native American perceptions of scientists: An ISE research brief discussing Laubach, Crofford, & Marek, “Exploring Native American students’ perceptions of scientists.” Retrieved from http://relatingresearchtopractice.org/article/276
Are you a business or commercial building owner interested in saving money on your heating and electric bills? An energy audit will show you how energy is used in your facility and will recommend ways to reduce your use and save money.
Southeast Conference, Renewable Energy Alaska Project (REAP) and the Sustainable Southeast Partnership (SSP) are offering 75% off commercial building audits through the U.S. Department of Agriculture’s Rural Development program. There are limited seats left, so don’t miss this opportunity to sign up.
Last year, businesses and public facilities in Hoonah, Haines and Prince of Wales Island participated, receiving 29 Level I energy audits and 5 Level II audits. The 34 audited buildings totaled over 230,000 ft2. In all, the recommended energy efficiency measures total $382,701. These lighting, heating, ventilation and other recommendations will yield an estimated annual savings of $173,782! This means that it will take only a little over two years for these savings to pay for themselves.
Join the movement to save money and save energy for Southeast Alaska! Interested Southeast businesses should contact Robert Venables (firstname.lastname@example.org) or Shaina Kilcoyne (email@example.com). Communities will need at least three businesses to get them on the Auditor’s schedule, so talk to your neighbors! With an audit, businesses will be eligible for USDA’s Rural Energy for America grant and loan Program for renewable energy and energy efficiency measures. Loan Guarantees are completed continuously throughout the year.
Written for Alaska’s Capital City Weekly
Over the last few months, people and organizations across the state hosted community events in support of the Standing Rock Reservation. In Sitka, locals in November hosted the ‘Sitka Stands with Standing Rock’ solidarity event, welcoming more than one hundred and fifty people to Sheet’ka Kwaan Naa Kahidi community house. Indigenous leaders spoke in support of those at Standing Rock; local artists offered art and gifts for a fundraising auction, and the Sheet’ka Kwaan Naa Kahidi Dancers moved participants with songs and dances set to the pulse of a powerful box drum. Organizers collected more than two hundred letters that asked state and federal politicians to oppose the militarized efforts of North Dakota police. They also gathered more than 30 jars of wild foods to feed the water protectors in Standing Rock. Donors also wrote cards explaining the origins, process and significance of their locally harvested foods.
These donations reflect a unique bond between Southeast Alaskans and the Standing Rock Reservation — a deeply personal and powerful relationship to the land. In total, the event raised more than $5,000 for Standing Rock Medic and Healer Council and Water Protector Legal Collective.
In North Dakota the first week of December, the Army Corps of Engineers announced that it will not support the existing building plans for the final leg of the Dakota Access Pipeline. While water protectors in Standing Rock celebrate this initial victory, the conversation erupting across the nation may change, but is not over. In Alaska, the discussion of human rights, environmental justice and indigenous sovereignty is particularly close to home. As such, the story unfolding in the Great Plains moved many Alaskans to either travel to North Dakota or to take local action.
Lakota Harden helped organize the event and additional gatherings of prayer and solidarity held during the past several months for the Standing Rock Reservation. She grew up between her homeland of South Dakota and the island community of Sitka. Her family has been in Oceti Sakowin Camp since its beginning, and she traveled to join them in September and October.
“People won’t acknowledge or accept the ongoing injustice and it’s a genocidal form of racism. It’s difficult to face the atrocities of how this country was stolen here, to look at our own dirt, our own laundry, our own backyard and say, ‘How is it here?’ That was one of the first things we decided with this event, was that we need to acknowledge these difficult topics,” says Harden.
Louise Brady and Dionne Brady-Howard of the Kiks.adi Clan of the Tlingit nation pointed the conversation locally. They opened with a familiar string of words: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness,” Brady-Howard said, quoting the Declaration of Independence before pausing. “Those are great words but, that is just what they are. They are only words on paper. It has taken an awful lot of work to make those words a little more of a reality for more than just the white landholding man that they originally applied to in our nation’s founding. It took constitutional amendments, it took marches, sit-ins and Supreme Court decisions. It required people’s hard work, and that is what democracy is. It is hard work.”
That hard work is not over. Louise Brady pointed to the harbor-front property on which participants stood, reminding the audience that Sheet’ka Kwaan Naa Kahidi rests on land taken from the Kiks.adi people. As recently as the 1970s the Kiks.adi Tlingit had to fight hard legal battles for the tiny parcel of land where the community house was erected to be returned to Sitka Tribe, rather than allowing a shift in land ownership from the Bureau of Indian Affairs to the City of Sitka. During the Alaska Day parade in Sitka this year [http://www.kcaw.org/2016/10/26/alaska-day-dilemma-celebrating-history-without-colonialism/ ], local discussions of the repercussions of colonialism resurfaced when a sign held by Paulette Moreno thanking Sheet’la Kwaan for their care of Tlingit land was received by an organizer as a threat. At the Standing Rock event, participants acknowledged and supported those working in sub-zero temperatures to protect sacred spaces in North Dakota, while reminding us we must also make changes and look locally.
So what’s next? While those in Standing Rock celebrate the Army Corps of Engineers’ decision with concern for what the incoming Trump administration may mean for their efforts, what can people do locally?
According to Harden, the first step is having a conversation. “There’s people all over the country now who are thinking about this and we need to talk about it. It’s time. And, things are never going to go right if you don’t acknowledge what you’ve done wrong, you are never going to be in balance.”
Organizers stressed that having difficult conversations about land sovereignty, racism, environmental justice and a long history of local colonialism must not lead to division.
“This is a time to come together. This is a time for open dialogue. This is a time for healing,” said Louise Brady.
Written by Bethany Sonsini Goodrich for Edible Alaska Magazine
Across the country cafeteria trays aren’t often admired for their nutrition, freshness, or taste. In rural southeast Alaska, however, a dedicated school district and its greenhouse program are challenging that notion, while invigorating local economies, growing entrepreneurs, and gratifying taste buds.
Prince of Wales Island rests at the southernmost end of Alaska’s panhandle. The communities that make up this island are isolated, connected by seemingly endless miles of winding roads. The Southeast Island School District (SISD) is the major school district on Prince of Wales. It includes nine schools in unique communities from the small Haida village of Kasaan to old logging camps like Coffman Cove. All of these communities share some key challenges. Only one of them has a grocery store of considerable size, and the majority of the food is barged in. By the time these costly imported vegetables hit family plates, they are often wilted and unappetizing. Residents are in search of long-term economic solutions.
As in many small schools across the state, cafeteria lunches also lack crunch. “Small schools don’t have full time cooks and use mostly warming ovens to make eggrolls and burritos,” says Lauren Burch, the superintendent for Southeast Island School District on Prince of Wales Island. “That’s not what we should be feeding our kids.”
Those heat-and-serve lunches are not only uninspiring, they are costly too. “In my school district I lose roughly $100,000 a year even having a food program at all, and that’s gotta come from somewhere,” Burch says. The state’s purse strings aren’t loosening any time soon. Alaskans are witnessing the slicing and dicing of many key programs, including the whittling away of school funding. “State funding right now is traumatizing,” he admits.
But Burch—along with teachers, students, administrators, and community members of Southeast Island School District—is stepping up to face these challenges with gusto. What started with a few raised garden beds and a heat recovery system in one school has since grown into an island-wide phenomena. Kasaan, Naukati Bay, Thorne Bay and Coffman Cove have all replaced costly diesel generators with wood boiler systems and are using local wood to heat schools, greenhouses, and businesses. They are growing their own food, freshening up those lunch trays, and supporting the local economy as they revolutionize district thinking. This inspiring cohort is accomplishing all of this while giving the next generation of Alaska’s leaders a mouth-watering hands-on education.
So, how does it work? Let’s take a tour.
AQUAPONICS: FROM FISH TO FRESH VEGGIES
“Everything we do starts with those fish. All we have to do is feed them. We use their feces throughout the system as nutrients. We use the poop to grow the plants, in short speak,” explains Ieshia Searle. Ieshia is a senior at Thorne Bay High School and has been involved in the greenhouse since its’ inception.
Eager goldfish crowd the window of a big central tank as Ieshia sprinkles a bit of fish food from above. A pump moves nutrient rich water from this tank through colonies of bacteria that filter the solid waste and convert fish feces into a form of nitrogen the plants can use. The water is then funneled into a series of pools where rafts of lettuce float beneath energy efficient LED lights. Different varieties of lettuce reach down into the water, absorbing nutrients while filtering and cleaning the pool. Ieshia pulls up a raft of butter lettuce, carefully inspecting the long spindly roots. “These are beautiful roots!” she declares. “Normally we harvest once a week, if not more, depending how our crops turn out. We actually stay pretty busy at the Thorne Bay greenhouse.”
Over in Coffman Cove, the largest and most impressive of the school greenhouses is over 6,000 square feet. At full capacity Coffman Cove will be churning out 800 heads of lettuce a week. That’s a lot of greens.
But, greens aren’t all that these greenhouses produce. Water continues to move through the aquaponics system into a series of beds containing a very fine matrix material made of coconut husks, which fully filters the water. It then returns to the fish and the loop continues, nourishing everything from turnips and tomatoes to green onions and basil. The vegetables are packaged by students, served in school lunches, and delivered and sold to shops where they reach families throughout Prince of Wales.
INTEGRATED LEARNING: GROUNDING THE ‘COMMON CORE’
All four greenhouses are using adaptations of an aquaponics system. Originally, Thorne Bay tested hydroponics, but made the switch to aquaponics in order to diversify their crops and offer students more integrated learning opportunities. “We wanted to dive more into the process. Hydroponics felt like a mystery machine where you pumped chemicals in and lettuce came out,” says Megan Fitzpatrick, the SISD science teacher. “Aquaponics is more of a natural ecosystem approach to growing.” She is able to teach the nitrogen cycle, soil chemistry, plant biology and more. Students are also able to craft experiments. “It’s more engaging. There is a lot of flexibility,” Fitzpatrick explains.
The greenhouse does not replace the curriculum, it brings it to life. Students spend one hour of class time each day working with the program and experiential learning opportunities abound—for more than just chemistry and the life sciences. Students across the island are investigating ways to make their greenhouse programs as self-sustaining as possible, while learning how to conduct feasibility studies, identify niche markets, gauge supply and demand, and brand their products. They are also looking at ways to improve the system, exploring opportunities for saving energy while increasing food production.
“Working at this greenhouse, I’ve been able to learn how to grow food while also being able to learn how to manage a business and keep it running without having to depend on the school district. At the start, we had the school district buying the seeds and the supplies that we needed, but now we are able to pay them back and make a profit,” Ieshia asserts with pride.
The four greenhouses are part of a larger program that also includes raising poultry, growing apples, making and selling tortillas and pizza dough, and a student-run restaurant and storefront. This engaging combination of projects creates opportunities for teaching business skills, life skills, employment skills and responsibility in a meaningful and hands-on way. “When kids first started here they were so shy and didn’t want to talk about the greenhouse,” says Fitzpatrick. “Now, so many people come by and visit the greenhouse from the community and even the lieutenant governor has stopped by. Kids are learning public speaking skills,” she says. “When students are engaged, they retain and when they retain they are more confident.”
AN IMPACT YOU CAN TASTE
Rural Alaska is hungry for fresh food and innovation. “Our schools absolutely are the heartbeat of the community and play a vital role in the sustainability of these communities,” attests Colter Barnes, the school greenhouse manager on the island. Southeast Island School District is looking at their students as powerful assets for building more resilient communities, supporting the local economy, and addressing food system challenges, while receiving a top-notch education.
“I think the progressive districts are out there saying, how can we do more with less funding, how can we generate revenue? I have a thousand students in my building, how can I give them real learning opportunities that are connected to standards, their diploma, their interests, and strengthens our community, but also generates revenue. There is so much you can do with kids, they want to engage,” Barnes says.
“We need to teach kids healthy eating skills. They need to use knives to cut their food, enough of these heat-and-serve open boxes,” adds Megan Fitzpatrick. “I saw these kids when they first started in the greenhouse. They weren’t eating the stuff and now they’re fighting over it. Seeing kids recognize the healthy benefits of eating fresh vegetables and recognizing that they can do this at home, that is a life skill they can carry on through their adult life. That to me is the most rewarding.”
Back at the school cafeteria, the rewards keep on growing as more and more students swap egg rolls for rainbow chard.
Written and photographed by Bethany Goodrich
Indigenous leaders from across our planet united in O’ahu this September. Foreheads together, they shared a breath during an opening ceremony for the E Alu Pu Gathering. E Alu Pu translates in Hawaiian to Move Forward together and this gathering was hosted by Kua Hawaii prior to the International Union for the Conservation of Nature’s (IUCN) World Conservation Congress to do just that. This intimate traditional Hawaiian greeting called ‘Honi’, helped introduce over 150 people from around the world together at this pre-gathering.
I traveled south to participate in both the E Alu Pu Gathering and IUCN World Conservation Congress as a representative of the Sustainable Southeast Partnership and Sitka Conservation Society. The World Conservation Congress is an IUCN event held every four years to bring together leaders from around the globe to map a course forward for our peoples and planet. I joined a delegation of indigenous leaders and environmental advocates from Alaska, British Columbia and Washington. This cross-boundary collaboration was funded by the Nature Conservancy’s Emerald Edge program.
The north shore of O’ahu shares many similarities with the rural island communities where we work across Southeast Alaska. The cultures, the languages, the faces and customs differ of course, but the thick ties to land and ocean are common. We fill our bellies with food pulled from the sea and gather nutrition from the forest. We live vibrant lives connected to the health of our coastline in everyday ways. Sadly, this lifestyle and way of being in intimate balance with the seasons of a local landscape is disappearing across the globe. It has not been completely eradicated though and this gathering brought together people from Papua New Guinea and Malawi to Alaska and Molokai, who share environmentally grounded lifestyles and rich cultural histories.
For days, the group talked climate and how changing seasons are shaking century-old traditions off kilter. We shared fears. The first US school to be swallowed by the impacts of climate change happened last month in Northern Alaska. Uncle Leimana from Molokai expressed his concerns for poached mollusks on his coastline. Deli from Vanuatu explained the exhaustion of her work and the apathy of her country’s youth. We share successes. A woman from Rappeneau (Easter Island) announced that soon, her people will have full management of their traditional lands returned to them. Obama designated the largest marine protected area on earth during the week leading up to the conference: the Papahānaumokuākea Marine National Monument. Many participants share chants and songs passed on from ancestors, parents, and tribes. We learn the process of traditional Hawaiian home building using knots, rope and branches and are taught about local resource management. We help in the restoration of fish ponds, a customary Hawaiian fishing practice, by heaving stones and building fish rearing structures.
During the E Alu Pu gathering and over the course of four days, the group built a multinational community founded on living in balance with island earth. We left feeling humbled, motivated, and inspired by our international neighbors and were prepared to attend the IUCN World Conservation Congress with restored strength and momentum.
The IUCN World Conservation Congress
The Conservation Congress in Honolulu brought together more than 9,000 people from 190 different nations. Politicians, entrepreneurs, environmental advocates, scientists, and indigenous leaders shared inspiration and grounded examples of success and challenges alongside E.O. Wilson, Sylvia Earle, Jane Goodall. The 2 week event culminated in the ‘Hawaiian Commitments’, a series of international agreements that help guide the way we as individuals, communities, private institutions, public institutions and nations prioritize sustainability efforts moving forward.
The Congress’s theme this year was ‘Planet at the Crossroads’ in recognition of the harsh decisions that need to be made if we hope to prosper as a civilization on a finite planet in the long term. The commitments stressed seven key areas. Many of which have direct relevancy to our work in Southeast Alaska. To read the commitments please check out the link here.
Key Take Homes for the Southeast
Overall, a key take-home from the conference and gathering was the power of local grassroots community organizations and indigenous leadership in charting a sustainable path forward for our planet. Rooted to local rural communities, our SSP partners are on the frontline of environmental challenges and can therefore adapt and respond in ways that national and international institutions cannot. Localized resource management, community visioning, land-use planning, energy efficiency measures and sustainable subsistence practices are all examples of community actions that can positively impact our world and climate.
Thanks to the work of so many dedicated partners, there are plenty of success stories to call upon in these areas. Southeast Alaska is a region rich with opportunity in ways not present in many other places across the globe. We boast large expanses of intact ecosystems, natural resources, renewable energy options, a vibrant and hardy culture and resourceful residents. In Hoonah, the Hoonah Native Forest Partnership is integrating traditional knowledge and employing a local work crew to study, monitor and direct the management of the local landscape. Hydaburg Cooperative Association, the tribe in the largest Haida community in Alaska, monitors and records important anadromous stream habitat to direct local development in a way that protects and prioritizes salmon. The Sitka Tribe is integrating subsistence practices and western science to manage shellfish harvesting, understand PSP and encourage healthy safe gathering. The Sitka Conservation Society and Nature Conservancy are working to help transition regional timber management to a sustainable industry that maximizes benefits to our communities and ecosystems in the long-term.
Of course, there is plenty of untapped opportunity too. In our neighbor across the border, British Columbia, all First Nation communities boast Marine Plans that outline local resource management activities. The Supporting Emerging Aboriginal Stewards Program (SEAS) in British Columbia, exposes youth to traditional resource stewardship at an early age by integrating stewardship activities directly into classroom curricula. The IUCN Congress also examined looming threats to natural resources. The United Tribal Transboundary Mining Work group expressed concerns about mineral mines in Canada threatening Southeast Alaska’s salmon stocks. To be sustainable in the long-term, our communities need to become more self-sufficient. We need to localize our energy and food systems and support diverse and robust economies. There is still work to be done.
The IUCN World Conservation Congress and the E Alu Pu Gathering helped chart a path forward for our planet. Of course, there are many uncertainties with that path but it’s a solid start. When thinking about that path I keep thinking back to the Hawaiian greeting that began my trip. Foreheads together, we must approach one another as partners with eyes open, acknowledging the work to be done. We must face our challenges together, step outside our comfort zone and acknowledge the work head-on. We share this planet, and by building lasting relationships and by pausing to take a breath together, we can move forward in solidarity toward a more prosperous and sustainable way of life.