International Snow Science Workshop Proceedings - Montana State University Library

Item: RECONCILIATION IN PRACTICE: EMBEDDING INDIGENOUS KNOWLEDGE INTO AVALANCHE EDUCATION

• • Title: RECONCILIATION IN PRACTICE: EMBEDDING INDIGENOUS KNOWLEDGE INTO AVALANCHE EDUCATION

    Proceedings: Proceedings, International Snow Science Workshop, Whistler, BC, Canada, 2026

    Authors:

    • Dylan M.  [ Indigenous Backcountry Training, Revelstoke, BC, Canada ]

    Date: 2026-09-28

    Abstract: This paper examines how integrating Indigenous Knowledge Systems (IKS) can redefine human-land relationships within avalanche education and contribute to sustainable and equitable approaches to land stewardship (United Nations, 2007). The Six R's framework: Relationship, Respect, Relevance, Reciprocity, Responsibility, and Representation (Kirkness and Barnhardt, 1991; Tsosie et al., 2022) provides guiding principles for incorporating a more holistic understanding of cultural, historical, and ethical perspectives into avalanche education that both challenge and work alongside the primarily technical mindset that prioritizes data and efficiency that already exists in avalanche education. Current Diversity, Equity, and Inclusion (DEI) initiatives in the snow and avalanche industry have increasingly focused on improving access for BIPOC participants through scholarships and grants. At the same time, less attention has been given to developing meaningful relationships between Indigenous communities and organizations, educators, and operators. This paper proposes moving beyond symbolic inclusion by embedding land acknowledgments, storytelling, guided reflection, and Indigenous partnerships into avalanche education. These practices encourage participants to consider not only avalanche hazards, but also their relationships and responsibilities to the landscapes they enter. Integrating IKS into avalanche education provides an opportunity to expand technical decision-making that includes a more holistic approach and considers cultural, historical, and place-based perspectives. In doing so, avalanche education can contribute to greater relational accountability, land-based responsibility, and reconciliation.

    Object ID: ISSW2026_P3.6.pdf

    DOI: https://doi.org/10.15788/1790099238

    Language of Article: English

    Presenter(s): Dylan Murray

    Keywords: Indigenous Knowledge, DEI, Reconciliation, Human-Land Relationships

    Page Number(s): 305 - 312

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