Presented by Elizabeth Sumida Huaman, assistant professor of Indigenous education, School of Social Transformation at Arizona State University
Talk abstract: Over the past year, a number of local and national media reports have emerged from various regions around Peru linking extensive damage to agricultural harvests with environmental issues, including climate change, forcing Indigenous farmers to rethink broader impacts to their self-reliance. Among the most impacted by environmental disruptions are severely historically marginalized Indigenous populations whose livelihoods are largely dependent upon subsistence agriculture linked with Indigenous cultural practices. As a result, in addition to economic considerations, environmental problems also represent areas where multiple responses and interventions to historical, social, political, and educational inequalities are required. Emerging discourses of Indigenous rights, place rights, and human rights education serve as resources for Indigenous responses. While tracing projects of development and environmental consequences in the Andean highlands and drawing from collections of community, family, and personal narratives, this talk highlights Quechua cultural and language-based epistemological frames that offer the opportunity to reflect on our relationships with the natural world and to build Indigenous rights educational practices that honor Indigenous places as sacred lands for all.
Bio: Elizabeth Sumida Huaman (Wanka/Quechua and Japanese) is assistant professor of Indigenous education in Justice and Social Inquiry in the School of Social Transformation at Arizona State University. She is affiliated faculty with the ASU Center for Indian Education, Mary Lou Fulton Teachers College, and School for the Future of Innovation in Society. Her research focuses on the link between Indigenous lands and natural resources, languages, cultural practices, and education. As an international and comparative education researcher, she works closely with Indigenous communities on educational development in the U.S., Canada, and Peru. She is also the Principal Investigator and lead faculty on Indigenous doctoral cohort programs in partnership with the Pueblo Indian nations of New Mexico. Recent publications include works in Cultural Studies of Science Education, Anthropology & Education Quarterly, Education Policy Analysis Archives, and the edited volume, Indigenous innovation: Universalities and peculiarities (Sense).