Model for a community suggested "culture target" that integrates the physical environment (geology, landforms, streams, shorelines), biological environment (forests and all wild species), and humans for systems: (a) at full capacity for providing all vital culture and heritage activities and (b) at reduced capacity.

Model for a community suggested "culture target" that integrates the physical environment (geology, landforms, streams, shorelines), biological environment (forests and all wild species), and humans for systems: (a) at full capacity for providing all vital culture and heritage activities and (b) at reduced capacity.

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Ongoing revitalization of the >5000-year-old tradition of using trees for vital culture and heritage activities including carving and weaving affirms Alaska Native resilience. However, support for these sustained cultural practices is complicated by environmental and political factors. Carving projects typically require western redcedar (Thuja plic...

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Context 1
... and community participation in cultural activities supports healthy lifestyles and community resilience. Like other Indigenous Alkan studies using integrative health models [25], we adapted the One Health model [26] to show physical, biological, and human connections to conceptualize community environments having full access to tree resources providing essential culture and heritage activities (Figure 4a). Participation in community cultural activities required availability and access to cedar trees used for cultural and heritage items. ...
Context 2
... including high cost of trees, distance to pristine forests, and permit processes were described by community members as limitations to tree access. Where resources supporting cultural activities are lacking due to low accessibility of high value trees, the reduced biological (forest) environment limits wood products necessary for culture and heritage activities (Figure 4b). To facilitate greater access to trees supporting cultural use of wood products, community members described a need for sharing a specific community's requirement, or "culture target". ...
Context 3
... community discussion recommendations (Table 5), we developed an eight-step cycle of collaborative stewardship between native communities and land managers ( Figure 5). Development of an adaptive plan of collaborative stewardship would include steps 1 through 5. Implementation of the adaptive plan would include steps 6 to 8. Given shared understanding of wood products for culture and heritage (step 1, along with Figure 4), further discussion of community needs would be described (step 2) and facilitated with representatives from both communities and land managers. The meeting of representatives would enhance understanding of tree resources needed (step 3). ...

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... We-Allison Balabuch, a teacher from Victoria, BC, Canada, and Rasoarifetra Bako, an archaeologist from Madagascar-believe that it can and does. Besides the cultural importance of handwoven cloth, mats, and baskets, weaving helps teach young people perseverance and patience alongside the mathematics and science skills that promote land stewardship (Johnson et al., 2021). It also fosters their creative and critical thinking. ...
... Weaving is often categorized as arts and crafts but can also be integral to place-based education and biocultural knowledge transmission (Johnson et al., 2021). Place-based education creates connections for students to their own communities and with communities worldwide (Nicol et al., 2013). ...
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Weaving provides an access point to teach students about the heritage and the dynamic cultural importance of weaving practices in Africa. Weaving education teaches patience and perseverance. It also teaches math from a practical and problem-solving stance, which values ethnomathematical knowledge and skills. Weaving teaches science through the understanding and environmental sustainability of local plants and their practical uses. Throughout this article, we have interwoven our own teaching stories from Canada and Ghana (Allison Balabuch) and Madagascar (Bako Rasoarifetra) through the themes of heritage, mathematics, science, and the development of the self. This article discusses the importance and value of including weaving education into the classroom.
... Another cultural significance of wood waste in art is its connection to tradition and history (Johnson 2021). In many cultures, woodwork is a traditional craft that has been passed down from generation to generation. ...
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... For millennia, humans have had a close relationship with trees, holding sacred the food, shelter, transportation, medicine, and other values and products they provide (Costanza et al. 2017;Johnson et al. 2021;Östlund et al. 2020;Spry et al. 2020;Towner and Renteria 2022;Turner et al. 2009;Uprety and Asselin 2023;Uprety et al. 2013). This relationship is affected by the establishment of non-indigenous insects and pathogens (NIIP), which can lead to tree declines, mortality events or extirpation of species, threatening the important cultural values, traditional practices, and contemporary uses of trees across the globe (Pfeiffer and Voeks 2008). ...
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... Despite these observations using quantitative data for demographic and/or epidemiological purposes, research has emphasized the considerable strength of Alaska Native communities and the ability to adapt to myriad solutions, of which many-if not all-are in response to colonial realities, such as: navigating contradictory values while "walking in two worlds" between Native homes and Western universities (Wexler and Burke, 2011), Native healing methods for post-trauma recovery (Bassett et al., 2012), continually reaffirming cultural traditions, well-being, health, and education through wood carving (Johnson et al., 2021), and the ability to navigate gender roles in response to rapid social change (Graves, 2004). Although this body of literature exists, a recent systematic review found there is very little research that focuses on resilience to guide public health promotion, despite the strengths of Indigenous communities to contribute to those public health programs (Teufel-Shone et al., 2018). ...
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... Eight articles (Datta & Marion, 2021;Ferraro et al., 2020;Johnson et al., 2021;Pásková, 2017;Pereiro, 2016;Rakshit et al., 2018;Ruwhiu et al., 2021;Song et al., 2020) ...
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... Despite the considerable advancements in developing the CES framework and the categorisation of CES (e.g., Haines-Young and Potschin, 2018), every fifth publication mentioned limitations or the need for further research in the conceptualization of benefits associated with CES (e.g., Gould and Kekuewa, 2017;Stålhammar et al., 2017) as well as in the operationalization of classifications Sherrouse et al., 2014). Some publications also indicated the lack of translatability of definitions and categories created in the Western World into benefits perceived by indigenous peoples (Fagerholm et al., 2012;Gould and Lincoln, 2017;Johnson et al., 2021;Russell et al., 2020). Moreover, authors indicated lacking consideration of the relationship between nature and people in delivering benefits as two-directional (Ainsworth et al., 2019;Bieling, 2014;Bieling et al., 2014;Plieninger et al., 2012). ...
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