Education
Living Curricula for Nature Based Technologies
The Lo—TEK Institute emerged from a passion for education and a reverence for nature, catalyzed by the philosophies presented in Julia Watson’s first book Lo—TEK Design by Radical Indigenism. This powerful collaborative work by Watson and eighteen indigenous communities from across the globe, explores ten nature based technologies presented as sustainable solutions rooted in traditional knowledge developed by Indigenous cultures. With its decolonizing framework and radical call to the environmental sector, Watson’s research, which she was teaching at Columbia and Harvard, rose in worldwide recognition.
Simultaneously, Melissa Hunter Gurney was introducing Lo—TEK in high school classrooms as a base for a philosophical shift across the secondary sphere, as well as integrating it into the land advocacy work she was involved in as co-founder of Black Land Ownership. When Melissa reached out to Julia in the hopes of creating a solidified curriculum for schools, Julia was already searching for collaborators. They aligned on their shared vision of co-creating a body of educational work that fostered climate and environmental literacy for scholars worldwide. This outreach initiated a two year passion project, culminating in a progressive digital curriculum based on Lo—TEK. The curriculum reignites dismissed voices, documents Indigenous practices, and profiles nature based technologies, through interdisciplinary research, land-based learning, hands-on practices, and phenomena-based projects.
In 2022, their collaboration birthed the Lo—TEK Living Curricula, which quickly became a space for discussion and expansion. In 2024, The Living Earth Curriculum, which is the first digital database, will be; integrated into a Canadian green schools certification process through a collaboration with EcoSchools Canada; used for professional development by international architecture and engineering organizations, and adopted by independent high schools.
Inspired by the success of the Living Earth Curriculum, Julia and Melissa solidified their partnership with the launch of the Lo—TEK Institute, shortly followed by a second curriculum from the upcoming sequel, Lo—TEK Water. This second volume explores water-responsive, intergenerational infrastructures. Co-authored by Watson and Indigenous experts, each chapter examines water-related technologies and contemporary projects that integrate traditional and Indigenous wisdom to promote climate resilient, nature based technologies. The Living Water Curriculum will be released in 2026 as the Institute continues to expand its living education platform.
Curricula
The Living Earth Curriculum was written to accompany the book Lo—TEK, Design by Radical Indigenism. This curriculum addresses the future of our environment, reignites dismissed voices and ensures access to phenomena and land-based education, through interdisciplinary thinking and exploration. Although it's not teaching on how to build Lo—TEK, the Curriculum invites students to a new way of understanding technology for climate resilience. Designed for educators to give students an understanding of indigenous technologies and practices that expose connectivity to their own histories, local landscapes and current views.
Living Earth Curriculum
The Living Earth Curriculum examines the mythology of technology, and ten ancestral innovations found in mountains, forests, deserts and wetland ecosystems across the globe.
18 local communities from across the globe shared time, knowledge and the intricacies of indigenous knowledge systems to make the Living Earth Curriculum possible. They are the Incan of Peru; the Khasis of North-east India; the Ifugao of the Philippines; the Subak of Bali; the Mayan of Mexico; the Chagga of Tanzania; the Malayali of India; the Enawenênawê of Brazil; the Kayapó of Brazil; the Zuni, of the United States; the Maasai of Kenya; the Persians of Iran; the Ngisonyaka Turkana of Kenya; the Uros of Peru; the Ma’dan of Iraq; the Bengalese of India; the Tofinu of Benin; and the Javanese of Indonesia. We are grateful that young minds will finally get access to their work.
Upcoming
Living Water Curriculum
The Living Water Curriculum explores the ancestral aquatic innovations of first nation peoples through ten technologies found in salty, brackish and fresh water.
22 local communities from across the globe co-authored or contributed to the writing of chapters to make the Living Water Curriculum possible.They are the Visayan of the Philippines; the Yapese and Poluwatese of Micronesia; the Bretons and Normans of France; the Wale I Asi of the Soloman Islands; the Tunisians and Amazigh of Tunisia; the Native Hawaiians of Hawai'i; the Goans, Malayalis, and Paat-mi of India; the Māʻohi of French Polynesia; the Venetians of Italy; the Persians of Iran; the Baka of Southeastern Cameroon; the Bhumihin Krishok of Bangladesh; the Sundanese of Indonesia; the Japanese of Japan; the Nahua Xochimilca of Mexico; the Intha of Myanmar; the Han of China; and the Southern Bohemians of Czechia.
