How Charles Bush Is Transforming Texas Education with Indigenous Science and Regenerative Agriculture
Biologist, educator, and curriculum creator Charles Bush opens up about his roots, his work with the Texas Tribal Buffalo Project, and his next big step.
This month, we sat down with Charles Bush—Oglala Lakota biologist, educator, and Regenerative Agriculture Curriculum Developer at the Texas Tribal Buffalo Project—as he prepares to step into a bold new chapter. Known for blending Traditional Ecological Knowledge with modern conservation science, Charles has been quietly transforming how K–12 students in Texas engage with land, food, and Indigenous history.
From growing up on Pine Ridge Reservation to being accepted into the University of Minnesota–Duluth’s Master of Tribal Resources and Environmental Stewardship program, Charles shares how his journey has shaped his purpose. In this conversation, we talk land, legacy, science, spirituality—and what it means to show up for the next generation.
Q: Let’s start at the beginning. For people meeting you for the first time, who is Charles Bush in your own words?
A: Charles Bush is an enrolled member of the Oglala Sioux Tribe from southwestern South Dakota. His Lakota name is Cangleska Ho Waste (Good Circle Voice). He grew up on the reservation and was raised by his Unci (grandmother in Lakota). Charles was, and still is, very passionate about learning about the world around him, and that’s what drove him to become a Conservation Biologist. After getting a taste of the “real world” by traveling abroad throughout high school, Charles quickly began to see his place in the world. He understands the value of biodiversity and how Indigenous hands play a huge role in its protection. He chooses to use his voice to advocate for change, especially in the academic world. He knows how important his role is as he shows others the power in their own voices and value.
Q: How do you describe your role with the Texas Tribal Buffalo Project, and what does your work focus on day to day?
A: My role with the Texas Tribal Buffalo Project is as the creator of educational materials. I help develop curriculum from various Indigenous perspectives, including regenerative agriculture, holistic grazing, food sovereignty, and Texas Indigenous history. As the Regenerative Agriculture Curriculum Developer, my job is to tailor curriculum to voices that have never had the opportunity to be heard educationally and through curriculum development.
My day-to-day focus usually involves establishing K–12 curriculum on the topics mentioned earlier, being part of various teams across our organization such as our DNA team, collaborating with other team members on collective tasks, and every now and then helping others with last-minute materials related to science. I really enjoy nerding out over science-related materials and going down those rabbit holes, ha-ha!
Q: When you really think about your journey, what moments or experiences have shaped your understanding of who you are today?
A: When I think about my journey, it’s often deeply connected to education. It took me to places I could have only dreamed of. From learning about endangered poison dart frogs in the cloud forests of Costa Rica, to studying marine biology while living aboard a 121-foot sailing schooner, to reading about Francisco Goya in Spain and presenting my own interpretation of some of his paintings from the Dark Ages, these types of moments helped me reflect on the place-based learning I experienced in high school, as well as various internships during undergrad.
They reinforce how I was brought up, grounded in the land and understanding balance and our place within it. We are always one and never separate. That’s how I design curriculum, through that lens of unity and harmony. These moments remind me that even Rez kids can make something of themselves if they try. Most of the time, that involves taking huge leaps of faith and going places you’ve never been. That’s a big part of my journey as a lifelong learner.
Q: What exciting news do you have to share with us?!
A: The exciting news I have to share is that I’ve been accepted into a master’s program, completely online, at the University of Minnesota–Duluth. It’s the Master of Tribal Resources and Environmental Stewardship (MTRES). The cool part about this program is that it was developed through consultation between the University of Minnesota and various tribes in the state. The tribes wanted their members to be educated through a lens of tribal sovereignty, balanced with an environmental perspective. This program will build on my conservation background and eventually help me return home to South Dakota to support my tribe, or other tribal nations, in running our own natural resource departments.
Q: What parts of your identity or heritage do you carry with you into your work and studies?
A: As someone who was born and raised on a reservation, I carry my Lakota self into a world that wasn’t designed for me to exist in. I’ve learned to code-switch and become a versatile human being, while reminding myself to stay grounded. Walking in two worlds is hard, but possible.
I lean on my Lakota heritage and my upbringing around traditional ceremonies, especially as I grow older. This is important to me because other Indigenous folks, especially youth, need to see themselves in the curriculum. Growing up, I participated in a program on the reservation called Summer Youth, and I know how vital structure and goals are.
These experiences helped shape me, so I now carry a scientific cannon armed with a quiver of arrows that represent Indigenous Knowledge, Prayer, Community, Youth, and Giving Back. These keep me humble and grounded in the belief that everyone is equal and no one is above another. This mindset helps me move through life and decolonize how I think and act. As I heal myself, I know I’m contributing to healing the collective. That’s part of what I came here to do, to help and uplift.
Q: How do you see this experience shaping your work with the Texas Tribal Buffalo Project moving forward?
A: I see this whole experience as something that helped me find my niche. When Lucille told me about this position, I was surprised because I was planning to attend grad school to become an Earth Science teacher. Curriculum design wasn’t something I had ever considered.
I appreciate Lucille so much for believing in me and telling me I was more than capable of doing the job. When I first moved to Texas last February, I didn’t know what was in store for me. I didn’t know anyone in the community or any of my potential colleagues. But that all changed once I started becoming more active in the community.
I hope this work continues to build on the foundation that TTBP is laying in South Texas. It’s vital that Indigenous people continue to walk the path our ancestors once did. That is how we maintain balance and harmony, especially in our relationship with the Iyane’e. Without the Iyane’e, we would not be who we are today.
Q: Can you share a moment when you felt deeply connected to the Buffalo?
A: One moment I felt deeply connected to the Iyane’e was during a collaboration video shoot at the Waelder property. There was only a barbed wire fence between me and these huge relatives. As I began talking about my work on regenerative agriculture materials, it felt like we were in sync. They were moving majestically behind me as I explained our relationship with them as Indigenous people.
Then I realized they weren’t behind the barbed wire. They were on the same side as me. That reconnection is so strong in the work we do here at TTBP. It reminds me why I do this work.
Q: What’s something about your work that you love to talk about but rarely get asked?
A: One thing I love to talk about but rarely get asked is when we have the community out on the property. It gives me a chance to interact with people of all ages. I especially enjoy working with kids and watching them use their imaginations to explore the world. Without these interactions, the work would feel mundane.
So, I appreciate opportunities to engage with the public, youth, and fellow educators. It helps me keep my arrows sharp when I put on my informal science educator hat and break down complex topics so that everyone can understand them, no matter their background. That’s another part of what I came here to do: help make information accessible.
Q: When you think about your younger self, what would you want them to know or hear from where you are now?
A: When I think about younger Charles, I’d want him to know that the path ahead isn’t linear. There will be lots of detours, but they’ll all lead to where you’re meant to go, especially if you stay focused on education and giving back to the place that raised you, Pine Ridge Reservation.
I’d tell him not to give up. Don’t listen to the self-doubt. You do belong in spaces that have historically excluded you. Walking in two worlds will be hard, but it’s possible. You’ll build a whole community of science educators, doctors, lawyers, and other professionals who will uplift and support you. Just don’t give up. Change is possible.
Q: What do you hope your story offers to others who are watching and listening, maybe silently?
A: One thing I hope my story offers is hope. Second chances really do happen. I’ve struggled with addiction during my adult years and wouldn’t have made it through without taking my education seriously, because that’s when I began to take myself seriously.
We’re human, and we make mistakes. But don’t beat yourself up over things you can’t control. If you put in the work, anything is possible. You just have to believe in yourself. Then, the right people start to show up and guide you to where you belong. It just takes some trials and tribulations to reach those milestones.
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