Abstract
Arapaho Knowledge Systems (AKS) were interrupted by treaties, boarding school and the English language. This interruption caused the erasure of relationships between the Arapaho and the landscapes that were home. Arapaho people depended on their landscapes for the generation of new knowledge to live a long life. Since colonization the disappearance of Arapaho Knowledge there are declines in living a long life. The average life expectancy is estimated around 35 years of age. Under the Arapaho Life Movement, this is considered a young adult. This qualitative study investigates the strengths of Indigenous Knowledge Systems (IKS) through archival records collected in from the late 1800’s and early 1900’s and from interviews of Arapaho knowledge keepers. This two-part study was conducted to identify how IKS and AKS embed Science, Technology, Engineering, and Mathematics (STEM) into tipi construction and storytelling.
The research question, “How does Arapaho Knowledge Systems (AKS) include Science, Technology, Engineering, and Mathematics (STEM) in Northern Arapaho Plains Tipi Construction?” resulted in using storyline as a method of connecting Arapaho origin stories and tipi construction. Storytelling and observation are foundational to IKS and AKS and that story connects heritage knowledge to the present and helps prepare for the future.
This research can be beneficial for educators who teach students who have tipi cultures. Integrations of the tipi knowledge and aligning with STEM principles can develop skills needed within an educational system. Significant findings imply Indigenous stories are STEM and teach STEM principles and activate community knowledges, bridging the Indigenous and Western Knowledge’s. Making the students valuable to all.
Keywords: Indigenous Knowledge Systems, Arapaho Knowledge Systems, STEM, Indigenous STEM, Arapaho, Indigenous storytelling, Hinono’ei, Four Hills of Life