Preparatory Module
Re-familiarizing with key concepts of climate change, climate science, and colonialism
Begin ModuleModule Introduction
Dear Educators,
This Module aims to check the readiness of the learners for and preparation with key concepts of climate change, climate science, and colonialism before embarking on the journey of the Climate Science and Colonialism Modules.
Optional modes of delivery:
- Self-administered quiz/survey (short text answer boxes)
- A one-hour roundtable discussion (physical or online)
- A sequence of 10-minute plenary, 30-minute break-out discussions, and 20-minute plenary
Choice of mode of delivery depends on size of the group and combination of backgrounds of learners.
Module Objectives
(re) familiarize with the key terms about climate change and climate science
Develop a comprehensive understanding of essential climate terminology and scientific concepts.
Align a critical mindset that anchors in the learner's own culture and intellectual tradition
Establish a "home base of knowing" that connects climate concepts to personal cultural contexts and intellectual traditions.
Activities
The course instructor facilitates the discussion on the following topics and helps drawing key-takeaways from the Group. Encourages each learner to take note of the entry/departure point for subsequent follow-up reflections.
1 Part One – Key Concepts
Start with the local language where you teach and ask students to list all terms they use to describe the weather and weather phenomena (for example, hot weather, cold weather, wind, rain etc.). Is there a term equivalent to "climate" in your local language? If not, what are the alternatives? Which connotation may each of these alternatives carry?
How does your culture describe "change" over time? Is change inevitable, is it desirable? Is change viewed in your culture as cyclic or progressive? What do the people in your community think causes change?
What do you think climate scientists study? Which sciences do you think are parts of climate science?
What is the role of knowledge and the knowers in your society, in relation to doers, producers, etc.? What was the state of the system of knowledge (science, learning/ education) in your culture before the modern time?
Have you heard of the term Indigenous science? How different do you think it is from conventional or Western science?
What were the relationships between your country and Western nations over the past three (or five, ten, or more) centuries? Give a summary of key impacts of colonialism in your country.
Discuss the state of equality or equity in your country. Why do you think it is so?
2 Part Two – Sharing and Discussion
Share with the group a recent reading (a book, an article, or a documentary) that you found mind-changing and tell them why.
What, in your view, are the advantages and disadvantages of thinking in your own language and thinking like a native? Give examples.
Think of your favourite public intellectual in your country and discuss her/his appeal. Think of your favourite diaspora intellectual from your country who now lives abroad and discuss her/his appeal.
Do you know or follow any national, regional, or international environment or climate activist? Do you like or dislike her/him and in which ways?
Resources
1. Indigenous Climate Terminology
Indigenous peoples worldwide have lived harmoniously with their natural environments for millennia, and traditional Indigenous cultures are highly intertwined with nature. Many Indigenous languages have a variety of different words for weather, terrain, plants, and animals that are commonly described by only one word in English. This rich terminology reflects the nuanced understanding of environmental complexities by Indigenous peoples.
Australian First Nations Weather Terms
| Language | Hot Weather | Cold Weather | Wind | Rain |
|---|---|---|---|---|
| Yinhawangka | Buyungkaji | Bulhurru | Warlba | Thurla Mindi |
| Central Anmatyerr | Utern | Alhwerrp | Rlkang | Kwaty |
| Ngalia | Kurli Kampara | Wanta | Pirriya | Yiili |
| MalakMalak | Lerrpma | Kerrgetjma | Perrperrma | Mada |
| Matuharra | Unurn | Pirriya | Warlpa | Kapi |
| Kukatja | Yupunytju | Garrigal | Mayawun | Kalyu |
| Bangerang | Datjidja | Bolkatj | Banga | Gorrkarra |
| Bunganditj | Wuwat Karu | Mut-mut Karu | Niritja | Kabayn |
| Ngaanyatjarra | Kurli | Warri | Pirriya | Kapi |
| Djinang | Warlirr | Mirn | Warti | Mayurrk |
| Bunuba | Jambarla | Ngirrilya | Giwa | Gawa |
| Barngarla | Boogara | Bai Ala | Warri | Gadari |
Inuktitut Words for Ice and Snow
| Inuktitut | English |
|---|---|
| Qanik | Snow falling |
| Aputi | Snow on the ground |
| Pukak | Crystalline snow on the ground |
| Aniu | Snow used to make water |
| Siku | Ice in general |
| Nilak | Freshwater ice, for drinking |
| Quinu | Slush ice by the sea |
2. Indigenous Science
Watch this 6-minute video about Indigenous science:
3. Indigenous Perspectives on Climate Change
Watch this powerful talk by Brianna Fruean:
4. Youth Environmental Activism
Watch Helena Gualinga's inspiring journey:
5. Indigenous Knowledges and Climate Change
Climate change is one of the biggest challenges that we're faced with today. For 20 years, many Indigenous leaders have been signalling the urgency of this matter. Indigenous peoples are on the frontlines of climate change, disproportionately affected by it while contributing little to the problem.
Indigenous Lunar Calendars
Indigenous peoples native to North America follow lunar calendars tied to natural cycles. Each month (moon) is named after seasonal phenomena.
| Gregorian Month | Abenaki | Direct Translation |
|---|---|---|
| March | Mozokas | Moose Hunting Moon |
| April | Sogalikas | Sugar Maker Moon |
| May | Kikas | Field Planter Moon |
| June | Nakkahigas | Hoer Moon |
| July | Temaskikos | Grass Cutter Moon |
| August | Temezôwas | Cutter Moon |
| September | Skamonkas | Corn Maker Moon |
| October | Penibagos | Leaf Falling Moon |
| November | Mzatanoskas | Freezing River Moon |
| December | Pebonkas | Winter Maker Moon |
| January | Alamikos | Greetings Maker Moon |
| February | Piaôdagos | Falling Branch Moon |
| Gregorian Month | Lakota | Direct Translation |
|---|---|---|
| March | Ištáwičhayazaƞ Wí | Moon of Sore Eyes |
| April | Pȟeží Tȟó Wí | Moon of Green Grass |
| May | Čhaƞwápe Tȟó Wí | Moon of Green Leaves |
| June | Thíƞpsiƞla Itkáȟča Wí | Moon When Turnips are in Blossom |
| July | Čhaƞpȟá Sápa Wí | Moon when Chokecherries are Black |
| August | Wasútȟuƞ Wí | Moon of Ripeness |
| September | Čhaƞwápe Ǧí Wí | Moon of Brown Leaves |
| October | Čhaƞwápe Kasná Wí | Moon of Falling Leaves |
| November | Waníyetu Wí | Winter Moon |
| December | Tȟahé Kapšúƞ Wí | Moon When Deer Shed Their Antlers |
| January | Wiótheȟika Wí | Moon When the Sun is Scarce |
| February | Cȟaƞnápȟopa Wí | Moon of Popping Trees |
6. Indigenous Perspectives on Climate Change
Powerful testimony from Siila Watt-Cloutier on the impact of climate change in the Arctic:
"As Inuit, we rely on the cold, the ice, and snow. That is our life force up there... this isn't just an environmental issue, per se... For us, it is our right to be cold."
— Siila Watt-Cloutier, Inuk author and advocate
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