Bridging Indigenous and Hispanic Knowledge Systems Through Collaborative Panel Discussions: STEM Teachers' Perceptions of Culturally Sustaining Nature-Based Pedagogy

This paper presents findings from a transformative collaborative panel discussion session at the 2024 STEM Education Conference, examining how nature-based, environmentally conscious, and culturally sustaining science teaching practices implemented at the Umonhon Nation Public School (UNPS) in Nebraska can inform teaching practices in the Rio Grande Valley. The session was co-facilitated by University of Nebraska-Lincoln (UNL) Associate Professor Dr. Amanda Morales and UTRGV Assistant Professor Dr. Uma Ganesan. The study combines panel discussion analysis with qualitative survey data from participating STEM educators, providing rich insights into teachers’ perceptions of implementing culturally and linguistically sustaining (CLS) practices in diverse contexts. By integrating insights from panel discussions and post-event survey responses, this research illuminates the challenges and opportunities in adapting Indigenous teaching practices for Hispanic-serving institutions while honoring both cultural contexts.