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Norman E.S.,Northwest Indian College
Water Alternatives | Year: 2012

This paper explores the cultural politics of water governance through the analysis of a new governing body created by indigenous leaders in the Pacific Northwest of North America - The Coast Salish Aboriginal Council. This paper investigates how the administrative structures and physical boundaries of water governance are both socially constructed and politically mobilised. The key moments explored in this article are closely linked to the power dynamics constituted through postcolonial constructions of space. Inclusion of cultural politics of scale will, arguably, provide a more nuanced approach to the study of transboundary environmental governance. This has important implications for the study of natural resource management for indigenous communities, whose traditional homelands are often bifurcated by contemporary border constructions. Source


Norman E.S.,Northwest Indian College | Bakker K.,University of British Columbia | Cook C.,University of British Columbia
Water Alternatives | Year: 2012

This introductory article of the themed section introduces a series of papers that engage with water governance and the politics of scale. The paper situates the ongoing 'politics of scale' debates, and links them to discussions germane to water governance. We call for closer attention to the inter-relationships between power and social networks in studies of water governance, with particular reference to both institutional dynamics and scalar constructions. Framed in this way, we suggest that the engagement at the intersection of politics of scale and water governance moves the concept of scale beyond the 'fixity' of territory. The paper reflects on the ways in which the recognition of scale as socially constructed and contingent on political struggle might inform analyses of water governance and advance our understanding of hydrosocial networks. Source


Norman E.S.,Northwest Indian College | Bakker K.,University of British Columbia
Water International | Year: 2015

This article analyzes the rescaling of transboundary water governance and explores challenges and opportunities for the twenty-first century. The analysis is grounded in the example of the Canada–United States transboundary water governance regime, and asks two questions: What are the lessons learned since Canada and the United States first signed the Boundary Waters Treaty 100 years ago? And what is the potential of rescaling to influence the tension between the ‘sovereign rights’ of a nation and transboundary water governance protocols based on ‘good neighbourliness’? © 2014, © 2014 International Water Resources Association. Source


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: Campus Cyberinfrastrc (CC-NIE) | Award Amount: 349.90K | Year: 2014

This two-year project upgrades network capacity to the Northwest Indian College cyberinfrastructure, creating an Internet2-connected network space for scientific data at the main campus, and increasing the connectivity of extended campus locations to enable rural student participation in research projects. Changes include the addition of highly-available storage and database services as part of a scienceDMZ, the establishment of IPv6 connections capable of transmitting big data to and from partner institutions, and the integration of existing directory services with common federation services for access control. The associated increase in bandwidth also permits enhanced video telepresence to increase collaboration with partnering institutions and augment remote instruction between campuses.

Northwest Indian College hosts atypical education and research opportunities because scientific inquiry at the school is pursued with an indigenous understanding of the planet. Because the students and faculty begin with unique questions, they produce unique data sets. This project enables that data to be shared with the larger research community. Likewise, giving students expanded access to the catalogs at partner institutions increases the number and scope of research and analysis opportunities in a number of fields, including marine biology and oceanography, botany, geology, and health and human services. The exchange of information is expected to foster knowledge seeking and innovation among students at Northwest Indian College, and present culturally-relevant education and research opportunities to Native students at other institutions.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 1.25M | Year: 2015

A goal of the Tribal Colleges and Universities Program (TCUP) is to increase the science, technology, engineering and mathematics (STEM) instructional and research capacities of specific institutions of higher education that serve the Nations indigenous students. Expanding the STEM curricular offerings at these institutions expands the opportunities of their students to pursue challenging, rewarding careers in STEM fields, provides for research studies in areas that may be culturally significant, and encourages a community and generational appreciation for science and mathematics education. This project aligns directly with that goal, and moreover will inform the body of knowledge about the importance and conduct of undergraduate and graduate research experiences in recruiting and retaining underrepresented individuals into STEM studies, and preparing the next generation of STEM professionals. The connection of faculty to research and thereby the students to culturally and locally relevant research is an important step in retaining students who are more likely to pursue advanced degrees. For those students entering the workforce directly from a tribal college it is equally important that they have a well-defined skill set in mathematics, science, and technology for entry into the STEM workforce.

Northwest Indian College (NWIC) will enhance its current degree program in Native environmental sciences to include modules that capture scientific concepts in a Native knowledge or place-based context. The college will study the affects of this type of instruction on the academic success of American Indian students.

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