Time: Wed, 9:00 - 11:50 AM
Location: Sage Hall, Room 24
This is a graduate-level course. This course has no prerequisites. It is designed for students at the Yale School of the Environment, the Law School, the School of Management, and the Divinity School. The course is open to Yale College undergraduates and graduate students from elsewhere in Yale with the approval of the instructor.
The course will utilize the Bears Ears as a case study and discuss Tribal resources related topics including private philanthropy and conservation, forestry, water, multi-stakeholder activism, congressional relations, political considerations and outdoor retailers. We will also investigate the relations between tribes, states, and private actors in this
sector.
In the spring semester, this course will build upon a foundation of understanding of Tribal resource management and federal Indian law, the trust duty and tribal sovereignty and focus on the depth of Tribal co-management strategies and partnership building. While participation in both semesters is not required, it is highly preferred.
The course also offers a unique clinical component where students will be placed with a partner organization and participate in real-world projects related to Indigenous resource management.
By taking this course students will:
1. Gain familiarity with key U.S. Federal Indian Law concepts that related to Tribal natural resource management such as the
trust duty and tribal sovereignty.
2. Assess the implications of incorporating different forms of knowledge (disciplinary knowledge, local knowledge, indigenous knowledge, expert knowledge, and citizen
knowledge);
3. Develop an appreciation of the complex dialectic between policy formulation and the
different levels of government, as well as multi-stakeholder resource management and co-management strategies through the example of the Bears Ears and
other contemporary examples;
4. Develop a critical theoretical and historical underpinning for their work, develop a personal self-reflexive stance of openness to various forms of knowledge and
different community values;
5. Sharpen their written and oral analytic skills through reflective learning;
6. Connect in-class learning to clinical projects by integrating technical expertise with other disciplines to create research that can be communicated to decision-makers. Students should
have a willingness to learn from and work with tribal staff and assert inherent
sovereignty at the local, state, national and international levels by
coordinating policy, law, and business.
If you have any questions or issues completing the application, please reach out to the teaching fellows; Isaac Carroo (isaac.carroo@yale.edu) and Danna Castro Galindo (danna.castrogalindo@yale.edu).
