Season 3, Episode 14: Kim

In this episode of Climate Action Figures, host John Whidden welcomes Kim from Guyana, a math teacher and advocate for climate action. Kim shares her experiences biking seven miles to school in Rupununi, the local community's approach to climate change, and the role of Indigenous knowledge in environmental conservation. She discusses her work with the Indigenous Youth Fellowship program, teaching students about traditional skills and environmental awareness, and her efforts to reduce plastic use. Kim highlights the importance of small actions and Indigenous perspectives in addressing climate change.

00:00 Introduction and Welcome

00:47 QuickFix from Emma

01:04 Meet Kim from Guyana

01:13 Bicycles in Rupununi

02:42 Climate Change Concerns in Guyana

04:28 Indigenous Perspectives on Climate Action

07:16 Indigenous Youth Fellowship Program

09:17 Kim's Teaching and Environmental Efforts

11:07 Kim's Climate Action and Hopes

12:19 Conclusion and Call to Action

https://www.culturalsurvival.org/news/meet-our-2024-cohort-indigenous-youth-fellows,   

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Transcript

Kim 0:00

Ani Climate Action Figures.

John 0:12

Hello and welcome to the Pi Edition. That is season three, episode one four of Climate Action Figures. My name is John Whidden, and this week on the show all the way from Guyana, you get to meet Kim, who, by the way, is a math teacher, so she will get that reference. We always love to hear from you about the little things you do in your life that help the environment, so please keep sending them in via email or social media. Today's QuickFix comes to us from Emma, if you remember from episode six, and Emma said: I bike as much as possible. I do not always take the quickest route. I often take the most enjoyable path. So thanks for that, Emma. And welcome Kim.

Kim 1:05

Hello, I am from Guyana.

John 1:08

All the way from South Rupununi. Do I pronounce that correctly? Since we were talking about bicycles, tell us about bicycles in your village. Are bicycles a common thing?

Kim 1:20

Um, yes, bicycle is one of the common things in Rupununi. Actually I grew up riding a bicycle a lot, um, to school every day like seven miles. So it's very common for us in Rupununi.

John 1:36

Okay, hold on. Did you say, did you say seven miles?

Kim 1:39

Yes. Wow,

John 1:40

that is a long way to go on a bicycle. How long would it take you to get to school to go seven miles?

Kim 1:46

One hour.

John 1:47

So two hours per day, you rode your bicycle to school and back.

Kim 1:51

Yes.

John 1:51

Well, congratulations. You must be very fit.

Kim 1:56

Oh, when I was in school, yes, very much. I mean, that was one of the, awesome times.

John 2:02

Do you still ride a bicycle?

Kim 2:05

yes, I do sometimes, but, where I work, I am very close to work, so I just have to walk less than five minutes.

John 2:12

Now Kim, I did a geography challenge with my students. That's an activity where they had to try to learn a whole bunch of different countries on earth, and one of the hardest places for them to put on a map was Guyana. So we are going to put a map up on the screen right now for our viewers who are with us on YouTube. by the way, you are the first guest we have had from South America, so thank you so much for your willingness to share this different perspective with us today. Since we're talking about Guyana, how would you describe the level of concern in your country in regards to climate change?

Kim 2:51

I would say they are concerned, especially in Rupununi or in the communities I mean the organizations, they're, um, creating these spaces for youth to be involved in climate change, to have actions and so forth. I feel that we, as Rupununi and as people of Guyana are concerned, not everybody, but at least there are a handful of persons that are working towards, climate. I mean, we all know we are facing the climate change that together. We have seen the difference. I mean I have attended two workshops on climate change and I felt that's a start.

John 3:34

Are the people of Guyana feeling bad effects of climate change in terms of changes in the weather or storms or ocean levels or anything like that?

Kim 3:47

I would speak about Rupununi. There is effects. We have two weathers. We have dry season and we have rainy season. So sometimes we get longer dry seasons and then sometimes we have, Rainy season and rainfall. I mean, it's different what we are accustomed to before. Okay. Rain is gonna stop at this month, but sometime it change, there's only one solution is climate change. Also it's hotter than before. I mean, in a few years ago, I never felt the sun that way, but now feels extremely hot.

John 4:29

Now Kim, you are a member of the Indigenous community, correct?

Kim 4:32

Yes, I am.

John 4:34

And the language you used in your introduction sounded so beautiful. What is the name of that language?

Kim 4:40

It's Wapishana, one of the tribes in Guyana.

John 4:43

So is it a very common

Kim 4:44

a very common

John 4:45

in

Kim 4:45

language in Guyana?

John 4:46

Or just in your area?

Kim 4:48

Um, it's common only in the Rupununi. In the south of Rupununi because in Rupununi, the region I'm from, Wapishana is mostly in the south. You'll hear that language.

John 5:01

In Canada, historically there has been a colonial attitude towards the Indigenous community, and it seems like that is finally getting better, and we're moving toward reconciliation with our Indigenous People. We are tending now to look to our Indigenous People to help us deal with climate change. Is the situation and history in Guyana very different than that?

Kim 5:28

That's a very good question, I would say. In history, we were British Ghana then, but in 1966, that's when Guyana become independent. Now the government is helping the Indigenous communities. Yes. Giving them what they call the LCDS funds, the low carbon credit, in order for them to develop their own community and also to work even to support some actions in the community.

John 5:58

A couple of weeks ago on the

Kim 5:59

program we spoke with Free,

John 6:01

who has a connection with you that we'll talk about in just a minute, Free is a member of the North American Indigenous community, and I asked him a question that I would like to ask you now that is: should we be looking more to Indigenous people when we are trying to find solutions to the climate crisis?

Kim 6:21

I would say yes, because they are at the ground. I mean, they are in the environment because Indigenous people, we use the land every day either for hunting, for food or even for materials for their house. They can also have a more awareness in the communities as well about climate and their actions.

John 6:48

Its interesting, Free also spoke about the land and what he said was, Indigenous People know how to take care of their land and their territories. So would you agree with that?

Kim 7:00

Yes, totally,'cause they know when to hunt. They know the traditional skills and so forth. Indigenous, they do have lot of skills and I agree. They know to use their land when to use it.

John 7:16

Byron Tenesaca connected us with both you and Free because you are both former fellows from the Indigenous Youth Fellowship program. So thanks again to Byron for connecting us. How did you get involved with the Indigenous Youth Fellowship program?

Kim 7:32

I found them through Instagram. I was on Instagram and I saw their call for Indigenous Persons, so I gave it a try and see if I can meet the criteria and they give me that opportunity or that space to work, and it was really well.

John 7:53

Through that program, I understand you created a wonderful program that is geared towards creating safe and engaging educational spaces for Indigenous children to help them increase their knowledge of environmental issues. Can you tell us a bit about that?

Kim 8:10

Absolutely! Actually they supported like what I already started relating to traditional knowledge and skills. In Sand Creek, that's in Rupununi, I just love to go in the fields, walk and do nature walks. And while I was doing that, I decided to carry some students. I, it just started as walks, and eventually I combined and brought them as a group. After my first engagement with them. Another organization continued with this, so they give me that support in order to continue what I have started with the youths, they really supported me in teaching some traditional skills and also scientific knowledge. I am so happy that the students know how to continue. I mean, you set cameras. I mean, know their local birds. I may say they know their birds, but in their language, but not in the common names. I also help them to be their own leaders. I mean, give them little tasks in within their group, so building them.

John 9:17

Since you were talking about your students tell us about your current teaching and how you work with students now, particularly in regards to the environment.

Kim 9:26

I am a maths teacher. I work in the day, I mean, to a certain hour. In school. And then after school I work with 30 students or more to teach them about our own environment, learn about their own local birds, and also learn about the animals live in the area, the mountain. And nature walks. I try to teach them to appreciate nature and also to help the environment. Little actions can also contribute to a lot I told them. I mean, I try to teach them values of appreciate nature. I do weekly classes with them, so every week I meet them and we do have one or two hours together. And I don't only teach in the nature or outside, I also teach them some theory, for them to learn how to research or learn about some other organizations in our region or in our country. Uh, also even about some birds or the other animals in Guyana the giants. mostly the things I teach with the club is based in, on Rupununi, like based in our home

John 10:41

as a math teacher, did

Kim 10:43

did you get the

John 10:44

pi reference at the beginning of the show?

Kim 10:46

Yes. That's classic. I'm going to use that my next introduction to my students and see if they get it.

John 10:55

Oh, perfect. I thought it was pretty interesting that we had a math teacher season three, episode one four, so that worked out well. You mentioned small things are important. You talk to your students about that. What have you chosen today to share with us for your climate action?

Kim 11:12

My New Year's resolution, well, trying to continue it is use less plastic and have my bag, if I have to go to shop, I should, walk with my bag. Actually I got inspired by someone with that bag right from Guyana. She also worked in the organization with South Rupununi Conservation Society.

John 11:39

And Kim,

Kim 11:40

And Kim, what gives you hope? What gives me hope? When I see my students do difficult things, and also traditional knowledge skills also with modern technology or even scientific knowledge to balance that towards the same goal. Also what gives me hope is seeing my youths in the future to be leaders, even though if it's not all of them, at least some go into that field.

John 12:13

Well,

Kim 12:13

Well, thank you so much.

John 12:14

for joining us today, Kim.

Kim 12:16

Thank you too. It's very nice. Nice to meet you.

John 12:19

Thank you, dear listener or viewer. If you know of a young climate action figure we should talk with, please let us know via social media or climateactionfigures@gmail.com. We will be back again next week, same time, same place to hear from another climate action figure. Until then,

Kim 12:37

Go figures! Right.

John 12:40

perfect!