Indigenous knowledges are valuable for understanding sustainability, resilience, and cultural survival in the face of intensifying climate change.

Thus, the integration of indigenous knowledges into science teacher education and school curricula may be a productive way to contribute to the development of environmental literacies required for preparing individuals to make sense of the causes, impacts, and potential solutions to climate change.

This project forms a new partnership team of scholars from the University of Maryland (UMD) and Ohio University (OU), Accokeek Foundation leadership, Piscataway Conoy tribal members, curriculum specialists, environmental literacy experts, school district leaders, classroom teachers, and nonformal educators. We explore opportunities to bridge Indigenous and Western worldviews in science education.