Gabriel Saiz
Gabriel Saiz considers himself as someone continually in the process of uncovering his history as a citizen of the Ponca Tribe of Nebraska. Growing up in Madison, Wisconsin, Gabriel formed a connection to the local Ho-Chunk Native community, “understanding that [although he] wasn’t indigenous to the place [he] was at, there was a Native community, a Native identity that existed outside of [his] own tribal identity”. When Gabriel’s family moved to New Mexico as a teenager, his relationship with his Native identity strengthened as he experienced racism and noticed a lack of awareness of Indigenous history. Developing a deep-seeded anger at the injustices his community faced, Gabriel channeled his energy to activism.
During his years as an undergraduate student at Stanford University, Gabriel directed his scholarship and activism towards tribal sovereignty and environmental justice. Gabriel was a leader in the movement to rename Sally Ride dorm and Jane Stanford Way, which previously bore the name Junipero Serra. He also co-chaired the Stanford American Indian Organization, worked with Students for the Liberation of All People, was the co-president of the Students of Color Coalition. In his last years at Stanford, Gabriel worked to bring greater awareness and institutional change to Stanford environmental justice.
Despite the anger that initially sparked his entry into activism and organizing, Gabriel has come to view community care as the most critical part of decolonial work. For Gabriel, community care is vital because decolonial work requires the confrontation of violent systems, as well as grappling with how colonial systems have taken root within each of us. In Gabriel’s eyes, “Being able to feed people is one of the most essential components of being an organizer, being able to take care of people is one of the most essential components of being an organizer.” He views it as a leader’s responsibility to always be making sure that people working against systems of injustice are cared for and that organizing spaces truly become community spaces, where people are able to mutually support and care for each other.
Thursday, January 26, 2023 | 2:00 PM - 3:15 PM (CT)
Indigenous Teaching Methods and Inclusive Science Communication
Utilizing Indigenous teaching methods can improve learning outcomes for both Indigenous and non-Indigenous students in STEM education. Through highlighting examples of Indigenous Knowledge Systems and Western Science interfacing in real world situations, Indigenous teaching methods will be suggested as ways to make the natural sciences approachable for all students. Topics introduced will include ways to make scientific methodologies relevant to individual experiences, opportunities for students to achieve self-actualization through science literacy, and to explore the ethical implication of new technology.
