[ENVS] Pipeline Pedagogy: Prioritizing American Indian Peoples in Addressing Environmental Crisis

In the United States, non-Indigenous (non-American Indian) peoples articulate this environmental jeopardy within the privileges of stolen American Indian lands and worlds. Their articulations of climate change and various other related phenomena (e.g., data centers) are both out of conversationwith American Indian peoples and non-responsible to the sovereignties and complexities of American Indian nations and communities as they (American Indian peoples) remain the preeminent sufferers of environmental poisoning and dismemberment within the United States. Using examples from his research in the Lumbee community, in/around MIT, and (increasingly) in Maine, David will begin to place American Indian peoples up front within communicative and policy processes that address environmental poisoning. This placement, which he labels “pipeline pedagogy”, shines a bright light on American Indian peoples as both the first (and continual) victims of environmental poisoning and key stakeholders in business and political processes that sometimes/often allow (and depend on) that poisoning.