26 March 2025 | 10:30 - 15:30 (MDT)
Open Session - HYBRID
Room: UMC Fourth Floor - 415/417
Organisers: Jessica Aquino (Hólar University); Pigga Keskitalo (University of Helsinki & University of Lapland); Inga Beck (Scientific Committee on Antarctic Research)
Zoom link to the Session (password-protected)
The password needed to connect to the session will be distributed the day prior to the start of the sessions to all registered conference participants. Further guidelines on how to participate virtually in the ASSW 2025 can be found on the ASSW 2025 website.
Session Description:
The increasing disconnection among communities, scientists, and policymakers poses significant challenges to biodiversity conservation and climate change mitigation. It is vital to bridge these gaps, particularly in Arctic rural communities where residents face pressing concerns about environmental degradation, limited opportunities for work and education, and feelings of under-representation. A transdisciplinary intergenerational collaborative research approach is needed to investigate how both scientific research and inclusive education can develop capacities, needed for active democratic engagement and citizen participation in this context. All generations bring valuable input to such approach: Youth, being particularly vulnerable to climate change impacts, are vital to securing our sustainable future. Elders and other stakeholders, including scientists, hold valuable insights into the environment, drawing from traditional ecological knowledge or scientific expertise. Arctic regions need to be equipped to face the challenges posed by a changing world and empowered to actively participate in climate action and policymaking. A co-created strategy is needed to effectively create knowledge sharing and capacity building for climate preparedness and resilience within local communities. This can only be achieved by a process that promote skill acquisition, knowledge dissemination, and greater civic engagement among youth and potentially marginalized and historically silenced knowledge-disempowered individuals—addressing the knowledge voice gap. We invite research, case studies, and learning experiments from early career professional, elders, scientists, educators, and policymakers who focuses on collaboration with various stakeholders to develop strategies for capacity sharing for community resilience and increase civic involvement with biodiversity conservation and climate change.
Instructions for Speakers: Oral presentations in this session should be at most 10-minutes in length, with an additional 2 minutes for questions (unless more detailed instructions are provided by session conveners). See more detailed presenter instructions here.
Oral Presentations - Part 1 (10:30 - 12:00 MDT):
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unfold_moreCo-creating Arctic serious games – shaping a toolkit for process and product — Mehmet Erk
Mehmet Erk 1; Hajime Kimura 2; Tetsuo Sueyoshi 3; Jonathan Karkut 4
1 Canterbury Christ Church University; 2 Japan Agency for Marine-Earth Science and Technology; 3 National Institute of Polar Research; 4 Touch TDFormat: Oral in-person
Abstract:
Our proposed oral presentation builds upon the proven success of both the EU Horizon ArcticHubs game Bridging Worlds (highlighting the environmental and cultural challenges faced by Sami reindeer herders), and the Japanese Arctic Research Project’s board game The Arctic, developed in collaboration with the National Museum of Emerging Science (that raises awareness about Arctic environmental shifts and their impacts on local ecosystems and communities). The collaboration brings together UK expertise in community engagement, immersive game design, and user experience, with the Japanese Arctic Research Project’s holistic Arctic research. Together, we are developing a Serious-Games Toolkit that guides the co-creative process alongside comprehensive design and implementation guidelines for creating and utilizing educational (‘serious’) games. The toolkit aims to bring the engagement, creative and technological processes piloted through the ArcticHubs Swedish research case, to broader audiences, including young people, policymakers, and indigenous communities. Upcoming workshops in Japan and the UK will help co-develop these tools and refine their application, fostering greater cross-cultural collaboration and helping to influence Arctic policy discussions. The toolkit will be scalable, allowing its methodologies to be adapted across diverse scientific disciplines and cultural contexts, providing a new approach for integrating research into impactful, interactive educational experiences. The presentation will showcase this important step in bridging scientific research with public engagement; in so doing, it aligns closely with ICARP IV RPT5 around the co-production of knowledge - Plus RPT6 in terms of engaging young people, local communities, and decision-makers.
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unfold_moreCapacity Sharing for Biodiversity as Community and Regional Development — Rauni Äärelä-Vihriälä
Rauni Äärelä-Vihriälä 1; Jessica Aquino 2; Pigga Keskitalo 1; Cécile Chauvat 3; Jenny Turton 4; Ragnhildur Gu∂mundsdóttir 3
1 University of Lapland; 2 Hólar University; 3 Icelandic Museum of Natural History; 4 Arctic FrontiersFormat: Oral in-person
Abstract:
This presentation discusses the efforts of the CAP-SHARE project, which aims to strengthen collaboration between scientists, policymakers, and communities in the Arctic regions. Funded by Interreg NPA, the project seeks to promote capacity sharing for biodiversity through a series of online and face-to-face workshops held between 2024 and 2025. The first workshop focuses on understanding the needs and opportunities for community and regional development, with an emphasis on biodiversity. The second workshop focuses on recognizing local and Indigenous Knowledge. The main objectives of the overall workshops are to facilitate dialogue, share experiences, and provide guidance for those interested in taking local action. Additionally, the workshops aim to foster networks that can drive initiatives forward, establish processes for capacity sharing, and connect biodiversity with regional development. The project also emphasizes recognizing local and Indigenous knowledge by presenting shareable models and activities for science and sustainability education related to nature, the environment, and sustainable development, as well as models for social and cultural knowledge sharing. The focus includes the Sámi population, their indigenous culture, intergenerational knowledge, and the Arctic ecosystem. Using a community development approach, this presentation shares the results from the two online workshops and discusses how collaboration with communities, especially vulnerable and underrepresented groups, can promote empowerment and build resilient communities.
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unfold_moreLessons learned from Development and Implementation of Cohort-based, Convergence Graduate Research responsive to Indigenous Community Priorities — Jessica Ernakovich
Jessica Ernakovich 1; Michael Palace 2; Alexandra Contosta 2; Katharine Duderstadt 2; Denise Pouliot 3; Paul Pouliot 3; Johanna Nilsson 4; Jerker Bexelius 5; Meghan Howey 2; Elizabeth Burakowski 2; Julie Bryce 2; Karli Tyance Hassell 6; Sadie Davis 7; Ruth Varner 2
1 University of New Hampshire, Department of Natural Resources and the Environment, Center of Soil Biogeochemistry and Microbial Ecology; 2 University of New Hampshire; 3 Cowasuck Band of the Pennacook-Abenaki People; 4 Norrbotten Naturskyddsforeningen; 5 Gaaltije; 6 Tlingit and Haida Indian Tribes of Alaska; 7 Mariko Chang ConsultingFormat: Oral in-person
Abstract:
Addressing changes to ecosystems and their inhabitants is critical to developing just futures in a post-colonial, warming Arctic. A convergence framework—where multiple disciplines are integrated deeply to develop new knowledge addressing societal needs—shows promise to addressing these challenges. However, Western scientists are not trained to integrate across disciplines. Further, addressing Arctic grand challenges requires diverse viewpoints from non-academics, particularly Indigenous knowledge keepers. Yet, academics are often ignorant to the nuance of developing relationships with Indigenous communities in the far north. To address this, we developed the Convergent Arctic Research Perspectives and Education (CARPE) NSF Research Traineeship Program and an associated “Arctic Challenges” two-course series. A core element is experiential learning via the development and execution of a cohort-based, convergence research project. Over four years of CARPE, we have honed our collaborative approach training graduate students and ourselves (i.e., CARPE faculty) to integrate diverse disciplinary expertise alongside the views and concerns of Indigenous knowledge keepers in northern regions. We reflect on our approach via the narrative of three case studies outlining the three major cohort projects: (1) mapping the vulnerability of water quality to deforestation (in collaboration with Norrbotten Naturskyddsforeningen; Northern Sweden), (2) a landscape cost and connectivity map of the impact of permafrost thaw on reindeer movement (in collaboration with Gaaltije; Northern Sweden), and (3) understanding the impacts of plastic pollution on water quality in subarctic rivers. Creating intellectual spaces where students and faculty gain skills is essential to train solutions-oriented professionals ready to address grand challenges posed by the changing Arctic.
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unfold_moreIntegrating Arctic Histories into Science Education: Bridging Historical and Environmental Perspectives using decolonial thinking — Silke Reeploeg
Silke Reeploeg 1
1 Ilisimatusarfik, University of GreenlandFormat: Oral in-person
Abstract:
This paper explores the integration of history education into Arctic science, emphasizing its role in understanding the region's socio-environmental challenges. The Arctic is a crucial site for studying climate change, biodiversity, and human adaptation, but it is also rich in cultural history, Indigenous knowledge, and geopolitical narratives. By increasing an awareness of historical perspectives and decolonial thinking with scientific inquiry, students and researchers can develop a more holistic view of the Arctic. The paper highlights interdisciplinary approaches that combine historical research with socio-cultural analysis to inform contemporary educational practices. Case studies from Arctic exploration, colonization, and Indigenous agency will demonstrate how historical context deepens our understanding of modern scientific challenges in the region. This approach not only enriches Arctic science education but also fosters critical thinking and cultural awareness, preparing students and researchers to engage with complex global issues through a multidimensional lens.
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unfold_moreMaking the Most of Fieldwork: Leveraging drone research technical expertise for local training and education in Yukon River watershed communities — Tracie Curry
Tracie Curry 1,2; Chase Rupprecht 3; Kevin Rozmiarek 3; Edda Mutter 4; Tyler Jones 3; Jessica Garron 2
1 Northern Social-Environmental Research; 2 International Arctic Research Center; 3 University of Colorado Boulder; 4 Yukon River Inter-Tribal Watershed CouncilFormat: Oral in-person
Abstract:
The Interior Alaska Yukon River watershed environment is rapidly transforming due to climate change with impacts from wildfire, riverbank erosion, permafrost thaw, and changes to the underlying hydrology of the region. Research teams travel to numerous villages throughout the course of their work employing various means to observe, measure, monitor, document, and forecast change. Beyond the pursuit of fundamental science, each site visit provides an opportunity to leverage the technical expertise within visiting research teams for community training and educational needs where local opportunities are otherwise limited. Drone research is particularly well suited for this purpose given its widespread applications and interest for both village environmental professionals and local educators. In this presentation we describe our team’s transdisciplinary effort to match drone piloting expertise and training content to the needs and interests expressed by local partners in Yukon River villages. This effort produced an introductory drone training workshop that combined foundational information (e.g. FAA basics, flight demonstrations) with original modules on low-cost drone implementation pathways, common village applications (e.g. planning, search and rescue), and data ethics considerations. We also describe key factors that guided the team throughout the workshop design such as University administrative barriers, and computing and broadband limitations likely to be encountered in a village setting. The workshop content, collaborative design approach, and lessons learned from the pilot workshop (July 2024, Fairbanks, Alaska) provide a guide for future workshop iterations to be implemented in association with upcoming fieldwork activities in partner communities.
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unfold_moreThe Problematique of Language Hegemony in Arctic Learning, Formal Education, and Research — Amy Lauren Lovecraft
Amy Lauren Lovecraft 1; Amy Lauren Lovecraft 2; Nicholas Parlato 3; Douglas Cost 4
1 University of Alaska Fairbanks, Center for Arctic Policy Studies; 2 University of Alaska Fairbanks; 3 University of Alaska Fairbanks, PhD Candidate; 4 University of Alaska Fairbanks, School of EducationFormat: Oral in-person
Abstract:
Should linguistic and epistemological justice be considered essential in the 21st century scientific community? For leaders around the world, speaking and understanding English is frequently not only a prerequisite for foreign engagement and a convenient lingua franca, and a social indicator of prestige. Despite its high visibility - audibility - less than 15% of the world speaks English and only 5% are native speakers.This disproportionate ratio between the language of power and the national vernaculars and "ways of knowing" around the world has immense consequences for how knowledge and information related to Arctic processes are produced and circulated. There are numerous negative consequences to Anglocentrism in global science. Among them are difficulties for foreign universities to reach an international audience, the failure of prominent scientists to access or engage with the third of global scientific literature not written in English, statistical overrepresentation of English science in literature reviews, disconnects between local terminology and English classifications, and unavailability of scientific information in local or non-dominant languages. In other words, practitioners of science/learning may not only struggle to reach the people who might benefit the most from their production, but are themselves impoverished by their unawareness of non-English discoveries, theories, methodologies, and knowledge systems. In particular, Indigenous languages spoken in the Arctic have developed words and comprehensions for Arctic and sub-Arctic flora, fauna, and systems for millennia; to ignore their languages and resulting cultural comprehension prevents Arctic research from fully developing in a manner that can literally do justice to the subject.
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unfold_moreSuccess stories of education and outreach initiatives led by members of the Association of Polar Early Career Scientists — Sarah Marie Strand
Sarah Marie Strand 1; Axel Schlindwein 1
1 Association of Polar Early Career Scientists International Directorate, UiT The Arctic University of NorwayFormat: Oral in-person
Abstract:
In this contribution, the Association of Polar Early Career Scientists (APECS) presents its experiences with communication and outreach, knowledge sharing, and transgenerational and transdisciplinary collaboration. Early career professionals are spearheading science communication and outreach efforts to diverse audiences as an integral part of polar research.
APECS connects early career researchers on a local, national and international level and supports digital campaigns for Polar Weeks and Antarctica Day. These initiatives are complemented by ECR-led engagement with society's youngest members through school visits, where ECRs convey their research or give students the opportunity to have their personally crafted flag transported aboard an expedition. Effective science communication and education is essential for inspiring the next generation of polar stewards and for fostering a better understanding of the reality of people living in the Arctic.
Fellowship programs and representative initiatives play a key role in bridging generational gaps by engaging early career individuals in committees typically dominated by those in more senior career stages. Our membership is consistently interested in civic involvement and policy making, and we therefore strive to equip the early career community with the skills and platform to engage with decision makers, for example through an annual APECS delegation to the United Nations Climate Change Conferences.
Connecting polar early career students and professionals from across sectors fosters valuable knowledge exchange and personal connections. APECS underscores the benefit of having diverse partnerships, including with local actors and policy makers, for youth and the early career community to find value and initiate change.
Oral Presentations - Part 2 (13:30 - 15:30 MDT):
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unfold_moreBiodiversity as a framework for capacity sharing — Cécile Chauvat
Cécile Chauvat 1; Ragnhildur Gu∂mundsdóttir 1
1 Icelandic Museum of Natural HistoryFormat: Oral in-person
Abstract:
The UN’s Kunming-Montreal Global Biodiversity Framework (GBF) presents a plan for biodiversity that requires global efforts, with the goal to achieve a world where humans live in harmony with nature by 2050. It could be surprising that biodiversity should be the central concept that defines the common goal of international collaboration, when others such as sustainability or the fight against climate change can seem equally or even more important. This talk will discuss the meaning of biodiversity, which is often reductively defined or ill-understood, and its significance as the basis of a global framework. We will present the work of BIODICE (Biodiversity in Iceland), a network of scientists and institutions with the common goal of promoting research, greater awareness and understanding of biodiversity, and to use Iceland’s unique characteristics as a case study to inform conservation on a larger scale. We will describe the components of the BIODICE framework: biodiversity research; transfer of knowledge and education policy; and capacity building. The latter will be highlighted as the first pillar of constructive action, as effective collaboration between stakeholders, including scientists, policy-makers, and communities, is required. The needs and opportunities when it comes to capacity sharing for biodiversity in rural and Arctic regions will be discussed.
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unfold_moreYouth Empowerment and Ethical Considerations in Post-Pandemic Educational Research: Re-envisioning Arctic Learning — Anne Burke
Anne Burke 1; Satu-Maarit Korte 2; Sylvia Moore 1; Mhairi Beaton 2; Steve Burton 3; Tuija Turunen 2; Pigga Keskitalo 2
1 Memorial University of Newfoundland; 2 University of Lapland; 3 Leeds Beckett UniversityFormat: Oral in-person
Abstract:
This presentation explores the intersection of youth engagement and ethics in the context of Arctic education, focusing on post-pandemic educational renewal. Drawing from an international, transdisciplinary research project across Canada, the UK, Finland, and Indigenous communities, we examine how youth filmmakers are reshaping educational narratives by sharing their pandemic experiences through digital storytelling. The project adopted a co-participatory approach, positioning diverse Northern youth, including Indigenous and immigrant students, as co-researchers and artists. These films serve as a medium for youth to express their reflections on educational provision pre- and post-pandemic.
The research unpacks two key questions: How did youth experience education during and after the pandemic? And how can their engagement in creative processes, such as filmmaking, foster educational recovery and re-envision the future of Arctic learning? By leveraging the frameworks of deep learning (Fullan & Gallagher, 2017) and radical collegiality (Fielding, 1999), we explore how collaborative educational environments can empower students, educators, and researchers alike.
Furthermore, this presentation addresses the ethical challenges encountered in teacher-led research across these sites. Despite the involvement of teachers and youth as co-researchers, ethical guidelines posed significant hurdles, particularly regarding power dynamics in schools and research institutions. The discussion will shed light on how ethical practices, as outlined by the UN Convention on the Rights of the Child (1989), can better align with collaborative, youth-centered research. Implications for Arctic education, ethical recommendations, and future research directions are discussed, with a focus on creating inclusive, ethical, and innovative learning environments in the Circumpolar North.
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unfold_moreTribal Landscapes: Context for Working in Rural Alaska — Adelheid Herrmann
Adelheid C. Herrmann 1; Sarah Trainor 1; Heather McFarland 1
1 Alaska Center for Climate Assessment & PolicyFormat: Oral in-person
Abstract:
The landscape of Tribal communities in Alaska is complex. There are important differences between Tribes, Alaska Native corporations and Tribal non-profit organizations that outside researchers and academics should be aware of. In many Tribes and Tribal organizations, limited capacity means a few leaders and staff handle most of the work. Researchers and academics should know that people in these entities often cannot take on work beyond their existing responsibilities. Additional requests are burdensome to individuals locally and regionally. Investigating and complying with research and engagement protocols set forth by Alaska Native entities can reduce strain on these individuals. Even so, without a paradigm shift, this structure is exhausting and unsustainable.
An influx of federal dollars from 2020 to 2024 made additional funding for climate resilience, adaptation and mitigation planning available to rural Alaska. While these funds are greatly needed, the increased attention also burdens local and Tribal entities already spread thin. The report developed by Dr. Adelheid Herrmann called, ‘<a href="https://uaf-accap.org/projects/tribal-landscape/" style="text-decoration-line: none;">Landscape of Tribal Communities: Context for working in Rural Alaska</a>,’ provides a road map for researchers, state and federal agencies and others doing work in rural Alaska to navigate the landscape. The article includes two graphics illustrating, from the perspective of Tribes, Tribal organizations, and Tribal members, the various entities and forces they manage. The first graphic portrays the outside forces that Tribes engage with, often daily. The second graphic shows the internal stressors affecting everyday life. The article details how climate impacts, including climate grief, contribute to this taxing equation.
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unfold_moreReconciliation Revisited: Possibility of Polyresilient Indigenous Citizenship (PolyShip) — Tapio Nykänen
Tapio Nykänen 1
1 University of OuluFormat: Oral in-person
Abstract:
The PolyShip research project explores how reconciliation processes for the Indigenous Sámi can continue after the Nordic Truth and Reconciliation Commissions conclude in 2023–2025. While these commissions primarily address past and present injustices, for example the Finnish commission has also looked toward the future with its climate change report. PolyShip builds on this forward-looking approach, seeking ways to ensure the long-term sustainability of reconciliation.
The project focuses on three key points: 1) Long-term reconciliation requires transforming social identity, allowing marginalized groups to feel acknowledged, sufficiently healed, and treated equally (Mitchell 2023). 2) Traditional livelihoods, such as reindeer herding and fishing, are crucial to Sámi identity but face growing threats from the polycrisis: climate change, biodiversity loss, industrial land use, geopolitical tensions, and militarization. 3) Hence, the polycrisis could undermine the positive outcomes of reconciliation, putting lasting progress at risk. To address this, Sámi self-directed social identity must be continually fostered, while the concept of reconciliation itself requires critical reflection in the polycrisis context.
PolyShip, while not dismissing efforts to mitigate the polycrisis, recognizes that some changes are inevitable and complex. The project aims to foster a self-directed Sámi identity by developing and promoting a polyresilient citizenship especially for Sámi youth, centered on constructive hope and readiness for self-directed adaptation. It also engages in community-driven discussions to identify cultural elements vital for lasting reconciliation with both states as well as the increasingly unpredictable natural environment. Built on intergenerational co-research with the Sámi, the project also acknowledges their other-than-human partners in traditional livelihoods.
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unfold_moreCentering Relationship in Undergraduate Research Programs — Jasmine Perea
Jasmine Perea 1; Laura Landrum 2; Alicia Christensen 3; Alyse Thurber 3; Christine Okochi 3; Anne Gold 3
1 University of Kansas, School of Engineering; 2 University Corporation for Atmospheric Research (UCAR); 3 CIRES Center for Education, Engagement, and Evaluations at the Unviersity of Colorado BoulderFormat: Oral in-person
Abstract:
The next generation of Arctic researchers is one that will deal with the impacts of climate change and it is important that they bridge community members, policymakers, and researchers as they face the challenges of a changing Arctic. The Navigating the New Arctic Community Office (NNA-CO) undergraduate research experience program connects students from Alaska with Arctic researchers and community input, aligning with the primary focus of the NNA-CO to promote co-production, convergence research, and increased representation in Arctic research. This mutually beneficial program fosters interdisciplinary and cross-cultural learning and inspires students to see themselves as researchers who prioritize the resilience, experiences and needs of Arctic communities in their research. In this talk, our team will share a novel approach to an undergraduate research experience that centers relationships in research by incorporating Indigenous knowledge and Arctic community input in the student research. Former student Jasmine Perea will share her experience in the research program as a case study, highlighting how it helped her build research skills and deepened her understanding of community-focused research. We’ll share an initial evaluation of how the program impacts students' comfort with collaborations in research, understanding of community-focused research, and knowledge of the challenges communities face. The team will share key takeaways, from how a virtual program appeals to students from Alaska but presents additional challenges, and how we have adapted the program based on student input. We will take a look forward to how-to continue to engage youth in collaborative and inclusive Arctic research.
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unfold_moreSea Ice and Ocean Currents Connecting People, Science, with Small Wooden Boats: Fostering Community with Float Your Boat and Arctic Buoys — Sarah Johnson
Sarah Johnson 1; David Forcucci 2; Ignatius Rigor 3
1 Wild Rose Education, Float Your Boat - International Arctic Buoy Programme; 2 Float Your Boat - International Arctic Buoy Programme; 3 University of WashingtonFormat: Oral in-person
Abstract:
The Float Your Boat Program has touched the lives of thousands by connecting individual people and communities to the Arctic Ocean. This Arctic outreach and education program engages educators and learners of all ages in learning more about the Arctic region and how they are connected thousands of miles away. Learners explore Arctic Ocean topics – its circulation, its sea-ice cover, and how it’s changing. Annually over 4000 learners each spend an average of 12 classroom hours learning about the Arctic and then decorate small wooden boats to deploy on the sea ice alongside a parent Arctic buoy that is tracked via satellite at https://www.floatboat.org/. The program not only engages learners but also unsuspecting beachcombers who find the small wooden boats on coasts in the North Atlantic, and in the Beaufort and Chukchi Seas by Inuit hunters, sailors, and explorers. In 2024 more than 45 boats were reported found on the beaches of Scandinavian and Nordic countries, along with the UK. Those who find the boats get really excited and their interest in ocean currents deepens as they discover just where their little wooden boat started its journey near the North Pole. The program bridges climate change education, ocean circulation, sea ice, Arctic science with communities, geography, and the excitement of the unknown destiny of the wooden boats. Float Your Boat is an outreach project of the International Arctic Buoy Programme.
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unfold_moreNavigating Arctic Complexity: A Decade-Long Exploration Of Sámi-EU Relations In The European Arctic — Eleni Kavvatha
Eleni Kavvatha 1
1 PhD Researcher - CReSPo Centre of Reserach in Political Science - UCLouvain - Saint Louis bruxellesFormat: Oral in-person
Abstract:
This research project investigates the complex interactions between the EU's Arctic policies and the Sámi indigenous Peoples living across different EU member states and Norway in the European Arctic. Using an integrative approach that draws from multiple sustainability theories the project will capture the complexity and interconnectedness of environmental, economic and social dimensions, to understand how EU policies impact Sámi livelihoods, rights, and cross-border cooperation. Utilizing a mixed-methods approach, including qualitative interviews and quantitative policy analysis, the research seeks to provide insights into policy coherence, governance complexity, and opportunities for inclusive and sustainable development in the European Arctic. The overarching objective of this research is to provide an integrated understanding of the interplay between Indigenous Peoples and EU policies in the strategic region of the Arctic. More specifically, the research aims to investigate two policy domains. First it analyses the implications of EU environmental policies on Sámi livelihoods, emphasizing the possible integration of indigenous rights and conservation objectives. Second, it investigates the implications of EU economic and resource management policies on Sámi livelihoods, documenting potential instances of conflicts or discrimination and marginalization faced by the Sámi within EU member states, evaluating the effectiveness of EU human rights mechanisms in addressing these issues. The research aims to provide a synthesis of these complex dynamics and propose ways to improve the existing co-existence models,eventually empowering Sámi communities to engage more effectively in policy dialogues and decision-making processes.
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unfold_moreArctic Science Youth Continuums — growing and expanding the next generation of Arctic Youth Scientists through Traditional Ecological Knowledge — Gabe Canfield
Gabe Canfield 1
1 University of Alaska Fairbanks Climate Adaptation Science Center, Northern Latitudes PartnershipsFormat: Oral in-person
Abstract:
The next generation of scientists and leaders are already here, but may not even know it yet — expanding the definition and exploration of what it means to be a scientist and how science exists in real-world spaces is the key to bringing in, retaining, and upholding Arctic youth scientists. Indigenous and Arctic youth are at the frontlines of extreme change to their environments and livelihoods that will continue throughout their careers. This session seeks to bring voice to Arctic Youth on these matters, expand possibilities of what it means to be an Arctic Youth Scientist including foundations of Traditional Ecological Knowledge as scientific qualifications, youth leaders trailblazing paths amidst significant scientific expansion on Arctic frontiers, and address key barriers to the involvement of youth in future science endeavors. Knowledge and experiences will be drawn from the Arctic Youth Ambassadors program and current and former cohort members, community advocates, and voices from Arctic communities.
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unfold_moreCapacity Sharing in Arctic Regions Through Transdisciplinary Intergenerational Collaborative Research and Inclusive Education — Kirk Anderson
Kirk Anderson 1; Pigga Keskitalo 2; Kathy Snow 3; Tuija Turunen 2; Sylvia Moore 4
1 U Arctic Chair for School Effectiveness and Memorial University of Newfoundland; 2 University of Lapland; 3 University of Prince Edward Island; 4 School of Sub-Arctic Students (Memorial University - Labrador Campus)Format: Oral in-person
Abstract:
The University of the Arctic (UArctic) has seen tremendous growth in membership and interest since its founding. The UAarctic thematic networks, and more recently the creation of the UArctic’s Research Chairs have exemplified this growth and engagement, showing the richness of research in the North, concerns for complexity of the issues of the north, and in particular the real desire to empower the peoples of the North. The ICARP IV process, in its research themes reflects this complexity and desire to empower Northern peoples. This is particularly true for the Research themes of education (RPT6) and Indigenous Issues (RTP5).
Of note is the of the many of the UArctic’s thematic networks, two are particularly strong in supporting research and development for teacher education, education, and Indigenous centric and empowering responses to education. There two are The Verdde Network and the Network for Teacher Development, Equity, and Social Justice.
More recently (2021-2022), the UArctic created a system of Arctic Chairs for research and development who are often closely connected to a thematic network. In this group of 14 Arctic Chairs, education has quite strong representation with 2 being centred on advancing education in the Pan-Arctic region.
This proposal suggests a presentation sharing experiences related to the work of the two thematic networks and Arctic chairs. Each participant ingroup has a strong research record, significant regional and international networks, and interests that align closely with the aspirations of the UArctic vision, and the ICARP-IV process, particularly Research Themes 6 and 5.
Poster Presentations (during Poster Exhibit and Session on Wednesday 26 March):
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unfold_moreOutside In – Advancing Arctic Awareness and Global Action through Mainstream Engagement — Stephanie Pfirman
Stephanie Pfirman 1; Malinda Chase 2; Kitrea Takata-Glushkoff 3; Andrey Petrov 4; Bruno Tremblay 5
1 Arizona State University; 2 International Arctic Research Center; 3 University of Alaska, Fairbanks; 4 University of Northern Iowa; 5 McGill UniversityFormat: Poster in-person
Poster number: 451
Abstract:
In this presentation, we explore how Arctic education can be extended to mainstream audiences, fostering awareness and action. Central to our approach is the fact that mainstream engagement and action is crucial for achieving significant change. Therefore, we focus on engaging diverse audiences and learners through networks outside the Arctic, drawing connections between local Arctic impacts and broader global concerns and responses.
We will show how educators, scientists, and the general public can raise awareness in their own communities and networks. This can be done by communicating the importance and relevance of Arctic issues through conversations, as well as using interactive resources including games, simulations, and virtual reality. We will also explore how polar education can address complex interdependencies and future scenarios. Using resources like "EcoChains: Arctic Futures" and "Arctic SMARTIC: Strategic Management of Resources in Times of Change" helps in visualizing links between today's decisions and potential future outcomes. We share examples of engaging people with Arctic games and simulations, with community members as well as K-12 and university classrooms within and outside of the Arctic.
This presentation will provide participants with practical strategies to integrate Arctic science and Indigenous knowledge into mainstream education, in both formal and informal venues. It will build connections between Arctic and non-Arctic communities, fostering awareness, understanding, empathy, and action. Through these approaches we aim to motivate and empower diverse learners to see themselves as agents of change.
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unfold_morePolar STEAM: Broadening the Reach of Educator and Artist Collaborations in Polar Research — Melissa Barker
Melissa Barker 1; Julie Risien 1; Jennifer Hutchings 2; Jami Ivory 1
1 Oregon State University - Polar STEAM; 2 Oregon State UniversityFormat: Poster in-person
Poster number: 572
Abstract:
Polar STEAM is taking a new approach to engage educators and creative practitioners to collaborate with NSF funded researchers working in polar environments. Most people will not get the chance to experience these regions, though they hold wonder and intrigue for many. Our vision is to create the conditions for curiosity to thrive by facilitating programs that support authentic collaboration with a goal to engage both public and student learners. Polar STEAM leverages the principles of creativity, collaboration and critical thinking to increase the accessibility of and engagement with polar science through virtual and field-based collaborations. Annual Polar STEAM cohorts bring together polar researchers, creative practitioners, and educators to explore polar places, people and scientific endeavors, STEAM principles, and science communication to set the stage for meaningful collaborations that result in co-developed educational resources, creative products, and shared learning. We support educators in expanding their curriculum to include current polar data and science concepts while integrating creative practice to increase accessibility for a wide variety of learners. We are looking for researchers to join the program, to create opportunities to connect with perspectives of creatives and educators in some of the most interesting and critical systems on the planet. We present the status of the first two Polar STEAM cohorts, and share successes and difficulties overcome in building the program to date. -
unfold_moreSociety and Advanced Technology in the Arctic: Adaptation of an Arctic PhD Course to Pandemic and War — Rasmus Gjedssø Bertelsen
Rasmus Gjedssø Bertelsen 1
1 UiT The Arctic University of NorwayFormat: Poster in-person
Poster number: 456
Abstract:
Society and Advanced Technology in the Arctic (SATA) is the story of how a successful Arctic PhD/MA training program was affected by first the covid-19 pandemic and then the war in Ukraine. In early 2018, the (now) Norwegian Directorate for Higher Education and Skills (HKDIR) gave the first grant for the SATA PhD/MA course in partnership between UiT The Arctic University of Norway, Higher School of Economics (Moscow), and the Russian Academy of Sciences. The SATA grant was from the HKDIR Utforsk (Explore) program for Norwegian cooperation with Russia, China, Japan, South Korea, India, South Africa, Brazil, USA, and Canada. In September 2018, there was a very successful instance of this PhD/MA course in Tromsø and Harstad, Northern Norway, and in October 2019 in Longyearbyen, Svalbard. In April 2020, SATA was supposed to go to Moscow, which was abandoned because of the onset of the covid-19 pandemic. In 2021, HKDIR gave an additional grant for SATA 2. With the Russian full-scale invasion of Ukraine in February 2022, Norway with other Western countries suspended academic cooperation with Russia. SATA is now being redesigned as SATA 2.1 with partners from the other program countries, except Russia.
SATA illustrates Norwegian policy of using Arctic higher education cooperation with Russia and other overseas countries for science diplomacy purposes, and how this policy is dependent on external global circumstances of pandemics and war.
SATA is a case to discuss shifting science diplomacy objectives and instruments for Norway as a small state in a changing world order.