ABSTRACT
Indigenous communities often bear disproportionate risks from marine oil spills because of their close connections to and reliance on marine ecosystems. The impacts of an oil spill on Indigenous people and communities can be far-reaching, even for incidents that might be considered “small” from the perspective of the response community. Building community capacity for oil spill preparedness and response is a critical component to creating resilience within Indigenous communities. While the fundamental elements of capacity are the same for Indigenous communities as for any other coastal community, the approach requires an understanding and respect for Traditional Knowledge, Indigenous governance structures, and existing stewardship networks. Oil spill preparedness and response traditionally follows a top-down approach within both government and industry, because marine oil spills are low frequency, high consequence, highly complex incidents where multiple organizations and jurisdictions must work together. While this reality applies regardless of whether an oil spill impacts Indigenous communities, a top-down approach can be experienced as a threat to self-governance and compromise the effectiveness of capacity-building efforts.
There is a significant body of research in support of the concept that resilience to emergencies and disasters among Indigenous people must build upon existing social, cultural, and familial structures in order to be effective. This requires a fundamentally different approach that builds from the ground up with the goal of ultimately meshing with the existing preparedness and response framework. Peer-to-peer learning and knowledge transfer is an approach that has been used in support of a range of initiatives among Indigenous communities, such as human health initiatives. The same approach may provide a mechanism to empower Indigenous communities to enhance both capacity and resilience. This paper presents a case study from ongoing work to connect Indigenous communities from Canada's High Arctic and Pacific Coast in support of marine oil spill preparedness and response.
Chapter 13. "Did You Ever Take that Test Yourself?" Failed Knowledge Transfer, Peer-to-Peer Pedagogies, and the Framework Habits of Mind as Two-Way Street
