Did you know that lakes can tell us how the environment has changed over the past 10,000 years? By observing sediment samples (‘cores’) taken from the bottom of a lake, we can track environmental change since the end of the last Ice Age. Through their climate science and literacy initiative developed in partnership with the Clearwater River Dënë School in Northern Saskatchewan, Professor Jules Blais and his team involved local students in their climate research, studying what Boreal and Arctic lakes have revealed over the years.
The Government of Canada’s Climate Action and Awareness Fund (CAAF) invests in community-based initiatives that raise awareness of climate change and empower Canadians to take action. Through CAAF, the Clearwater River Dënë School designed and launched the Collective Climate Accountability and Adaptation Project (CCAAP) in collaboration with Prof. Blais’ team. Under the guidance of community leader Dënë Cheecham-Uhrich, this Indigenous-led endeavour fosters climate literacy, scientific understanding, and proactive climate action among students at the Clearwater River Dënë School (CRDS), who are concerned about the impact of climate change on the environment in their region.
For many students, the experience was life changing. Claire Haynes, a CRDS student, reflected on the significance of the project: "It was such a rare and unique experience to work with an incredible team of scientists in ninth grade. The hands-on learning in the field was great. We got to really get involved and be a part of the whole scientific process. Learning from Inuit Elders and Knowledge Keepers who approached experiences from a different worldview was so interesting and added so much to the trip."
To discover the impacts of climate warming, the team used sediments as archives from 20 lakes spanning five ecoregions in Saskatchewan and Nunavut. Another goal was to learn more about the environmental concerns of Indigenous populations and how they cope with them. As part of the expedition, the team had the opportunity to visit and fish with local community members. They listened to their stories and memories of the changing lakes and forests, their concerns about industrial expansion and climate change, as well as their ecological knowledge. The opportunity to engage with and hear from community members offers not only an enrichment of the science, but also an appreciation of cultural exchange.
“This opportunity inspired our students to combine their lived experiences with careers that strengthen our nation’s ecosystem services and functions.”
Dënë Cheecham-Uhrich
For CRDS student Ava Haynes, the trip was an eye-opener: "It was an eye-opening experience that I will be forever grateful for. It exposed me to various fields of science and helped me decide what I wish to do with my future. It also was a cultural experience that exposed me to how science and traditional knowledge can merge to form something even better than before."
CCAAP lead Dënë Cheecham-Uhrich highlighted the transformative impact of the collaboration: "This powerful and strengthening cultural exchange provided our CRDS students and interdisciplinary science team with an opportunity of a lifetime. The diverse collaborations and experience working cohesively with Professor Jules Blais and his team showed how vital it is to connect our Indigenous-local science with interdisciplinary sciences to help confront our community challenges.
This opportunity inspired our students to combine their lived experiences with careers that strengthen our nation’s ecosystem services and functions. It gave them voice, a sense of purpose, self-empowerment, and confidence. We are proud to call Professor Blais and his team our research relatives and excited to continue practicing culturally appropriate, ethical, and equal science systems."
As part of the climate literacy element of the project, Prof. Blais connected with Clearwater River Dënë students to share knowledge about the impacts of climate change, how it affects northern communities, and how academics study it. From online discussions during the pandemic to conducting fieldwork together in Nunavut and northern Saskatchewan, he learned about their traditional ecological knowledge while showing them the land through the lens of an environmental scientist.
Prof. Blais emphasizes the importance of involving Indigenous communities, especially Indigenous youth, in climate science: “We’re sharing our experience with them to show how these studies, combined with traditional knowledge, can lead to a better understanding of the environment and we are working to foster their interest in the environmental fields.”
Reflecting on the profound impact of the project, Paul Haynes, a STEM Educator and Land Base Teacher, said: "In the summer of 2022, I had the opportunity to watch my students work in two worlds at once. As an on-reserve educator of 25 years, I have had many unique experiences. But what I witnessed transpire in this project was truly special. Having students being taught in the field and in the lab by Jules Blais and his team, in a hands-on approach, was a sight to behold. Yet, even more powerful were the moments when the scientists gathered with our Dene youth, and the Elders and youth of Cambridge Bay to listen to the wisdom of the Elders. Sitting there on the shores of the Arctic Ocean, sharing these cultures together in a way few people will ever witness opened my mind to what education should look like."
When asked about his collaboration with Indigenous communities, Prof. Blais expressed that traditional Indigenous knowledge systems have been overlooked historically. However, Indigenous-led projects like CCAAP signal a shift in how knowledge is being shared and reported. He has witnessed the integration of different approaches that embody equality and respect. As advice to academics aspiring to collaborate responsibly with Indigenous communities, he says: “Start by reaching out to them. Make connections with community organizers, mentors, and teachers. Speak to their Band Councils and their schools. Ask them what concerns them and how you can help”.
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