EAGER: Geoheritage and Two-Eyed Seeing - Advances in Interdisciplinary Earth Science Research, Learning, and Inclusion through Shared Ways of Knowing

地质遗产和两只眼睛看到（GTS）是一个探索性的基于地方的项目，将土著知识与地球科学教育和研究相结合。一个跨越学科、代际和文化的项目团队将研究动态的、相互关联的地质和人类关于景观过去、现在和未来的故事。该项目将采用公平的知识交流和其他认识方式来了解地球进程的基础。GTS符合扩大和支持地球科学领域多样性的迫切社会需求。该项目采用创新的跨学科视角和新的专业知识，挑战了对地球的传统思维方式。该项目旨在扩大对人、景观和地球系统过程之间关系的考虑。这项工作有望为美国地质遗产领域的发展做出贡献。结果将展示编织知识系统方法如何培养和补充对不同观点的更深层次理解，并提高公众对土著历史、语言和地质景观知识的认识。多元化的团队还将通过共享对话来培养社会意识，这些对话涉及归属、获取、正义、公平、多样性和包容性（BAJEDI）等关键问题，通过扩大目前在地球科学社区中未被充分代表的知识集。该项目将创建一个地理图册，其中包括地质、地理和文化数据，该图册将提供给大湖地区的一系列利益相关者。该项目还让部落和非部落青年参与数字叙事和地质遗产研究。在这个项目设置中，密歇根州苏必利尔湖上半岛的基维诺地区，GTS通过Anishinaabe-gikendaasowin （Anishinaabe知识）和西方科学的镜头探索与地球的关系，目标有两个：1)创建地理地图集——一个可公开访问的、探索性的地质遗产数据库，它结合了物理、文化和地理数据集，将为科学界、教育工作者、当地旅游实体、土地利用规划者和广大公众服务；2)通过培养文化能力和其他地球科学职业道路所需的基本技能来培养青年领袖。为了实现这些目标，一个由五大湖土著知识掌握者、地球科学/地理空间研究人员以及两组部落和非部落青年组成的跨学科团队将编纂知识集，记录Nibi（水）、Mishomis祖辈（岩石）、Miskwaabik（铜）和地质过程如何指导并继续塑造文化和生活。这些定性数据将作为创新的地质遗产数据层整合到地理图册中，以整体的方式表达这些关系，为数字叙事和长期地质遗产研究的发展提供潜在的变革性影响，并提高广大公众的文化能力。这项工作的进一步贡献包括：a)通过对地球系统过程的多学科、多文化和定向学习，向年轻人介绍地球科学职业道路，培养多样化的地球科学社区；b)为基于地点、包容性和文化适宜的K-12地球科学和高等教育地质遗产课程的变革奠定基础，这些课程均以GTS项目可交付成果为依据；c)通过提升目前在地球科学中未被充分代表的土著知识集，培养一个更加多样化和公平的地球科学社区。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Geoheritage and Two-Eyed Seeing (GTS) is an exploratory place-based project that combines Indigenous knowledge with geoscience education and research. A project team that crosses disciplines, generations and cultures will study dynamic and interconnected geologic and human stories about the landscape’s past, present, and future. The project will employ equitable knowledge exchange and other ways of knowing to understand the foundations of Earth processes. GTS aligns with the pressing societal need to expand and support diversity in the geoscience community. The project engages innovative interdisciplinary perspectives and new expertise, which challenges conventional ways of thinking about the Earth. The project aims to broaden considerations of the relationships between people, landscapes, and Earth systems processes. The work is expected to contribute to the evolving field of geoheritage in the United States. Results will demonstrate how braided knowledge system approaches nurture and complement deeper understanding of diverse perspectives and increase awareness of Indigenous histories, language, and knowledge of geologic landscapes among the broader public. The diverse team will also cultivate social consciousness through shared dialogue on critical issues related to belonging, access, justice, equity, diversity, and inclusion (BAJEDI) through amplifying currently underrepresented knowledge sets in the geoscience community. The project will result in the creation of a geoatlas that includes geologic, geographic and cultural data, which will be available to a range of stakeholders in the Great Lakes Region. The project also engages tribal and non-tribal youth in digital storytelling and geoheritage research. In this project setting, the Keweenaw region of Michigan’s Upper Peninsula on Lake Superior, GTS explores relationships with the Earth through the lens of both Anishinaabe-gikendaasowin (Anishinaabe knowledge) and Western science with two objectives: 1) the creation of a geoatlas – a publicly accessible, exploratory geoheritage database that combines physical, cultural, and geographic datasets that will serve the scientific community, educators, local tourist entities, land use planners, and the broader public; and 2) cultivate youth leaders by fostering cultural competency in tandem with other essential skills for career paths in the geosciences. To achieve these goals an interdisciplinary team of Great Lakes Indigenous knowledge holders, geoscience/geospatial researchers, and two cohorts of tribal and non-tribal youth will braid knowledge sets documenting the way that Nibi (water), Mishomis Grandfathers (rocks), Miskwaabik (copper), and geologic processes have guided and continue to mold culture and life. These qualitative data will be integrated as innovative geoheritage data layers in the geoatlas expressing these relationships in a holistic way offering potentially transformative impacts for the development of digital storytelling and long-term geoheritage research and increased cultural competency among the broader public. Further contributions of this work include: a) cultivating a diverse geoscience community by introducing youth to geoscience career pathways through multi- disciplinary, -cultural, and –directional learning about Earth systems processes; b) creating foundations for transformative place-based, inclusive, and culturally-appropriate K-12 Earth science and higher education geoheritage curriculum, both informed by GTS project deliverables; and c) fostering a more diverse and equitable geoscience community through elevating currently underrepresented Indigenous knowledge sets in the geosciences.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.