ꯃꯍꯧꯁꯥ ꯅꯩꯅꯕꯒꯤ ꯆꯠꯅꯕꯤꯒꯤ ꯂꯧꯁꯤꯡ

ꯇ꯭ꯔꯦꯗꯤꯁꯅꯦꯜ ꯏꯀꯣꯂꯣꯖꯤꯀꯦꯜ ꯅꯣꯂꯦꯖ (TEK) ꯑꯁꯤꯅꯥ ꯂꯣꯀꯦꯜ ꯔꯤꯁꯣꯔꯁꯁꯤꯡꯒꯤ ꯃꯇꯥꯡꯗꯥ ꯏꯟꯗꯤꯖꯦꯅꯁ ꯑꯃꯁꯨꯡ ꯑꯇꯩ ꯇ꯭ꯔꯦꯗꯤꯁꯅꯦꯜ ꯅꯣꯂꯦꯖꯁꯤꯡ ꯈꯪꯍꯜꯂꯤ꯫ ꯅꯣꯔꯊ ꯑꯃꯦꯔꯤꯀꯥꯒꯤ ꯑꯦꯟꯊ꯭ꯔꯣꯄꯣꯂꯣꯖꯤꯗꯥ ꯇꯝꯅꯕꯒꯤ ꯂꯝ ꯑꯃꯥ ꯑꯣꯏꯅꯥ, ꯇꯤ.ꯏ.ꯀꯦ.ꯅꯥ "ꯇꯦꯛꯀꯤ ꯑꯦꯛꯌꯨꯃꯨꯂꯦꯁꯟ ꯇꯧꯗꯨꯅꯥ ꯍꯦꯅꯒꯠꯂꯀꯄꯥ ꯑꯃꯁꯨꯡ ꯇ꯭ꯔꯦꯗꯤꯁ꯭ꯅꯦꯜ ꯏꯁꯩꯁꯤꯡ, ꯋꯥꯔꯤꯁꯤꯡ ꯑꯃꯁꯨꯡ ꯊꯥꯖꯕꯁꯤꯡꯒꯤ ꯈꯨꯠꯊꯥꯡꯗꯥ ꯃꯤꯔꯣꯜ ꯀꯌꯥꯒꯤ ꯃꯔꯛꯇꯥ ꯌꯧꯔꯀꯄꯥ ꯂꯧꯁꯤꯡ, ꯊꯥꯖꯕꯥ ꯑꯃꯁꯨꯡ ꯆꯠꯅꯕꯤꯒꯤ ꯀ꯭ꯌꯨꯃꯨꯂꯦꯇꯤꯕ ꯕꯣꯗꯤ ꯑꯃꯥ꯫ ꯃꯁꯤꯅꯥ ꯃꯔꯤ ꯂꯩꯅꯕꯥ ꯑꯁꯤꯒꯥ ꯃꯔꯤ ꯂꯩꯅꯩ꯫ ꯍꯤꯡꯂꯤꯕꯥ ꯖꯤꯕꯁꯤꯡ (ꯃꯤꯑꯣꯏꯕꯥ ꯌꯥꯑꯣꯅꯥ) ꯃꯈꯣꯌꯒꯤ ꯇ꯭ꯔꯦꯗꯤꯁ꯭ꯅꯦꯜ ꯀꯥꯡꯂꯨꯄꯁꯤꯡꯒꯥ ꯂꯣꯌꯅꯅꯥ ꯑꯃꯁꯨꯡ ꯃꯈꯣꯌꯒꯤ ꯑꯀꯣꯌꯕꯒꯥ ꯂꯣꯌꯅꯅꯥ꯫" ꯃꯁꯤ ꯌꯥꯝꯅꯥ ꯃꯔꯨꯑꯣꯏꯅꯥ ꯈꯪꯖꯤꯅꯕꯥ ꯌꯥꯏ ꯃꯗꯨꯗꯤ ꯏꯟꯗꯤꯖꯦꯅꯁ ꯅꯣꯂꯦꯖ ꯑꯁꯤ ꯇꯣꯉꯥꯟ-ꯇꯣꯉꯥꯅꯕꯥ ꯈꯨꯟꯅꯥꯏꯁꯤꯡꯒꯤ ꯃꯔꯛꯇꯥ ꯌꯨꯅꯤꯚꯔꯁꯦꯜ ꯑꯣꯏꯕꯥ ꯋꯥꯈꯜꯂꯣꯟ ꯑꯃꯅꯤ, ꯑꯗꯨꯕꯨ ꯃꯁꯤ "ꯃꯐꯝ"ꯗꯥ ꯌꯥꯝꯅꯥ ꯃꯈꯥ ꯄꯣꯜꯂꯤꯕꯥ ꯅꯣꯂꯦꯖ ꯇ꯭ꯔꯦꯗꯤꯁꯅꯁꯤꯡ ꯅꯠꯠꯔꯒꯥ ꯄ꯭ꯔꯦꯛꯇꯤꯁꯁꯤꯡꯒꯤ ꯁꯤꯁ꯭ꯇꯦꯝ ꯑꯃꯕꯨ ꯈꯪꯅꯩ꯫ ꯑꯁꯤꯒꯨꯝꯕꯥ ꯂꯧꯁꯤꯡ ꯑꯁꯤ ꯔꯦꯀꯣꯔꯗ ꯇꯧꯔꯕꯥ ꯁꯥꯏꯟꯇꯤꯐꯤꯛ ꯗꯦꯇꯥ ꯈꯔꯥ ꯂꯩꯕꯥ ꯀꯦꯁꯁꯤꯡꯗꯥ ꯕꯦꯖ ꯂꯥꯏꯟ ꯑꯦꯅꯚꯥꯏꯔꯅꯃꯦꯟꯇ ꯗꯦꯇꯥꯒꯤ ꯃꯍꯨꯠ ꯁꯤꯅꯕꯥ ꯑꯣꯏꯅꯥ ꯅꯦꯆꯔꯦꯜ ꯔꯤꯁꯣꯔꯁ ꯃꯦꯅꯦꯖꯃꯦꯟꯇꯗꯥ ꯁꯤꯖꯤꯟꯅꯩ, ꯅꯠꯠꯔꯒꯥ ꯏꯀꯣꯂꯣꯖꯤꯀꯦꯜ ꯃꯦꯅꯦꯖꯃꯦꯟꯇꯀꯤ ꯋꯦꯁ꯭ꯇꯔꯟ ꯁꯥꯏꯟꯇꯤꯐꯤꯛ ꯃꯦꯊꯗꯁꯤꯡ ꯃꯄꯨꯡ ꯐꯥꯍꯅꯕꯥ ꯌꯥꯏ꯫Berkes, F. (1993). "Weaving Traditional Ecological Knowledge into Biological Education: A Call to Action". BioScience. 52 (5): 432. JSTOR 10.1641/0006-3568(2002)052[0432:WTEKIB]2.0.CO;2.Madden, Brooke (June 2, 2015). "Pedagogical pathways for Indigenous education with/in teacher education". Teacher and Teacher Education. 51: 1–15. doi:10.1016/j.tate.2015.05.005 – via Elsevier ScienceDirect.Freeman, M.M.R. 1992. The nature and utility of traditional ecological knowledge. Northern Perspectives, 20(1):9-12https://www.nps.gov/subjects/tek/index.htm

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ꯃꯆꯥꯈꯥꯏꯕ:ꯐꯪꯐꯝ ꯊꯣꯛꯄꯁꯤꯡ