SCGIS Webinar: Building Effective Partnerships with Indigenous Communities

Register here: https://zoom.us/webinar/register/WN_Tzb0tQ5oTPKK00PVLGe4fA

Date/time: Thursday, April 1 at 1pm ET

Presenter: James Rattling Leaf, Sr.

Description: The webinar will outline recommendations for working with Indigenous communities based on the knowledge that long term relationship building with these communities is the foundation upon which educational programs, research collaborations, and other initiatives must be co-created. This presentation seeks to define best practices in approach and process for establishing and maintaining effective collaborations with Indigenous communities that respect sovereignty and self-determination and which have application across many types of efforts. These practices will have a lasting impact on Equity, Diversity and Inclusion at universities, professional societies, educational organizations, and agencies, on the STEM workforce broadly, and for Indigenous youth and communities toward realization of their dreams and aspirations.

Bio: James Rattling Leaf, Sr. has over 25 years’ working with the US Federal Government, Higher Education Institutions and Non-Profits to develop and maintain effective working relationships with federally and non-federally recognized American Indian tribes, Tribal College and Universities and Tribal Communities. He specializes in developing programs that utilize the interface between Indigenous People’s Traditional Knowledge and Western Science. James is a founding member of the Group on Earth Observations (GEO) Indigenous Alliance that was established to foster a continued, effective, respectful, and reciprocal relationship with GEO and representatives of indigenous communities from around the world. He was born on the Pine Ridge Indian Reservation and is an enrolled member of the Rosebud Sioux Tribe.

CBI presents this webinar in partnership with the Society for Conservation GIS (SCGIS). To learn more about this organization, please visit https://www.scgis.org/.