Abstract
This dissertation explores the intersections of Traditional Ecological Knowledge (TEK), Western science, and Indigenous sovereignty in the stewardship of culturally significant landscapes. Grounded in the lived experiences of a Nimiipuu (Nez Perce) scholar, the research examines how ecological modeling, UAV-based remote sensing, and participatory approaches can complement Indigenous knowledge systems and support pathways of self-determination in natural resource management. The first chapter situates TEK and the lived experiences of the author alongside Western science in wildlife and fisheries management. While Western science emphasizes objectivity and quantitative analysis, TEK integrates spiritual, cultural, and contextual dimensions, offering holistic understandings of ecosystems. Although these systems of knowledge may at times appear contradictory, such contradictions hold value, sparking deeper inquiry and revealing blind spots in both traditions. Integrating TEK into hypothesis driven inquiry expands the scope of the research.The second chapter examines Musselshell Meadow, a sacred camas harvesting site of profound cultural importance to the Nimiipuu. Using TEK and UAV-based remote sensing, the study documents ecological changes caused by anthropogenic impacts and climate variability. Multispectral imagery, vegetation indices, and Random Forest classification models were employed to predict camas presence, with results cross-validated against cultural knowledge and field observations. Findings underscore that ecological modeling gains depth and relevance when informed by Indigenous perspectives, reinforcing the importance of combining advanced remote sensing and statistical tools with long-standing cultural relationships to place.
The third chapter presents a youth-engaged participatory research project with Lapwai High School students. By integrating UAV technology, remote sensing, and TEK into classroom and community-based activities, the project fostered STEM identity and career interests in natural resources. Evaluation through the Nez Perce Tribe Education Program’s Cultural Principles and DACUM workforce development framework demonstrated that students successfully integrated cultural identity and Indigenous knowledge into school science learning. This culturally responsive approach highlights the potential for decolonizing school science and strengthening pathways for Indigenous students in natural resource careers.
Together, these studies affirm that sustainable resource management requires both scientific rigor and cultural continuity. By bridging TEK and Western science, this dissertation contributes to sovereignty, self-determination, and cultural longevity for the Nez Perce Tribe, while offering models for integrating Indigenous perspectives into ecological stewardship.