Indigenous Invisibility: Educational Gaps Among Non-Native Environmental Decision-Makers

• In Event: Reclaiming Indigenous Knowledge: Decolonial and Culturally Sustaining Pedagogies for Language, Art, and Educational Sovereignty

Abstract

Millions of Indigenous people belong to hundreds of Tribal Nations and self-determined communities across the U.S., many of which continue to steward lands and waters that shape their cultural and political identities. While environmental professionals increasingly recognize the value of Indigenous knowledge, widespread gaps in basic education about Native peoples persist. Erasure and stereotypes dominate K–12 curricula, leaving many professionals without foundational understanding of the Indigenous communities their work affects. This study examines environmental professionals’ knowledge of Indigenous peoples, asking: What did you learn in school? What do you know now? Findings reveal minimal formal education, reliance on stereotypes, and Eurocentric narratives. We offer concrete recommendations for improving Indigenous education and fostering meaningful collaboration with tribal nations in environmental work.

Authors

• Brittany Hunt, Virginia Tech

• Ryan Emanuel, Duke University

• David Wilkins, University of Richmond

• Shelly Wilkins, Wilkins Forum, LLC