STEM ideologies provoke environmental destruction from which deaf, disabled, and Indigenous people are uniquely targeted. Our analysis counteracts harms caused by governmental, industrial, and educational agents who weaponize STEM ideologies against downstream people, animals, plants, environments, and biogeochemical entities. We explore two research questions via a theoretical framework about biocultural deaf gains and deaf/Indigenous languacultures to center the arts in STEAM. As a result, we synthesized a conceptual framework called Deaf and Indigenous Curricula and Eco-pedagogies (DICE), which are multimodal, multilingual approaches to STEAM education emphasizing place-based ecology and the arts, including knowledge emanating from Indigenous Deaf Cultures, Indigenous sign languages, and epistemologists who are deaf, disabled, women, and Indigenous (singly or in combination). DICE is designed to reinvigorate communities and ecologies at risk of destruction from colonialism and runnamok capitalism. Within and across Indigenous and Deaf lifeworlds, our model explores: collaboration, mutualism, and symbiosis. These are situated in examples drawn from the research, abductive reasoning, our life histories, and the creative works of Deaf Indigenous scientists and artists. In sum, alongside uprising Indigenous voices, deaf hands shall rise in solidarity to aid Earth’s defense.
Skyer et al. (Sat,) studied this question.
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