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1.
This article examines the ways in which settler colonialism shapes place in the social studies curriculum, producing understandings of land and citizenship in educational settings. To do this, the author uses the emergent framework of land education to move forward the important projects of place-based education, especially its potential for centering indigeneity and confronting educational forms of settler colonialism in environmental education. To emphasize how place-based education can intersect with land education, the author outlines how a concept of place, informed by Indigenous knowledge, renders settler colonialism visible. The author then describes how current models of place-based education differ from land education in a number of ways. Finally, using a land education approach, the author demonstrates how schooling, through social studies curriculum, transmits a settler colonial land ethic that must be made explicit in order to decolonize settler colonial relations attached to current pedagogical models of place. The author insists land education – like environmental education – must take place across the curriculum (k-16). However, land education implies a commitment to begin to understand the process of decolonization that takes seriously the centrality of settler colonialism.  相似文献   

2.
In this paper, we aim to contribute to ongoing work to uncover the ways in which settler colonialism is entrenched and reified in educational environments and explore lessons learned from an urban Indigenous land-based education project. In this project, we worked to re-center our perceptual habits in Indigenous cosmologies, or land-based perspectives, and came to see land re-becoming itself. Through this recentering, we unearthed some ways in which settler colonialism quietly operates in teaching and learning environments and implicitly and explicitly undermines Indigenous agency and futurity by maintaining and reifying core dimensions of settler colonial relations to land. We describe examples in which teachers and community members explicitly re-engaged land-based perspectives in the design and implementation of a land-based environmental science education that enabled epistemological and ontological centering that significantly impacted learning, agency, and resilience for urban Indigenous youth and families. In this paper, we explore the significance of naming and the ways in which knowledge systems are mobilized in teaching and learning environments in the service of settler futurity. However, we suggest working through these layers of teaching and learning by engaging in land-based pedagogies is necessary to extend and transform the possibilities and impacts of environmental education.  相似文献   

3.
This editorial introduces a special issue of Environmental Education Research titled ‘Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research.’ The editorial begins with an overview of each of the nine articles in the issue and their contributions to land and environmental education, before outlining features of land education in more detail. ‘Key considerations’ of land education are discussed, including: Land and settler colonialism, Land and Indigenous cosmologies, Land and Indigenous agency and resistance, and The significance of naming. The editorial engages the question ‘Why land education?’ by drawing distinctions between land education and current forms of place-based education. It closes with a discussion of modes and methods of land education research.  相似文献   

4.
In 2011, the Australian Institute for Teaching and School Leadership introduced new Professional Standards for Teachers, which require that graduate teachers possess knowledge and understanding of Indigenous students and cultures. The authors conducted interviews with 12 non-Indigenous teacher educators at one Australian university in order to understand how these Standards are interpreted and implemented. We adopt Calderon’s framework of settler grammars to interpret the dialectic of presence and absence that teacher educators in our study describe. Extending this frame to an analysis of the Australian Professional Standards for Teachers, we find that settler grammars function to simultaneously erase Indigenous claims to sovereignty and epistemological equality, whilst promoting a representation of Indigenous people that asserts the primacy of the settler colonial state.  相似文献   

5.
Brant-Birioukov  Kiera 《Prospects》2021,51(1-3):247-259

In the midst of the global Covid-19 pandemic, educators are invited to pause and reconsider the legacies this crisis will leave for future generations. What lessons do we take forward in a post-Covid-19 curriculum? This article contemplates the value of Indigenous resilience, innovation, and adaptation in times of crisis—“In(di)genuity”, if you will—and considers its implications on Indigenous knowledge and the curricular discourse more broadly. Despite encouraging developments in Indigenous education since the Truth and Reconciliation Commission, a settler historical consciousness continues to pervade the modern discourse of Indigenous education, insofar as Indigenous knowledge is often perceived as outdated, irrelevant, or inferior to Western knowledge systems. This problematic misconception ignores the resilience, innovation, and adaptation that Indigenous peoples have demonstrated in the face of historical crises. This article offers an Indigenous perspective on crisis, grief, and renewal in the context of Covid-19 and advocates for the renewal of the Canadian curricular landscape.

  相似文献   

6.
A ghetto land pedagogy begins with two axioms that align it with land education more broadly, and that distinguish it from the general umbrella of environmental education. First, ghetto colonialism is a specialization of settler colonialism. Second, land justice requires decolonization, not just environmental justice. A ghetto land pedagogy thus attends to an analysis of settler colonialism, offers a critique of settler environmentalism, and forwards a decolonizing cartography as a method for land education. This article discusses ‘storied land’ as a critical cartographic method for land education, illustrated through a discussion of land in the San Francisco Bay Area.  相似文献   

7.
In this article I offer a series of critical reflections about existing efforts and achievements in Indigenous Education, with particular emphasis on the risks, tensions, and paradoxes that arise where different knowledge systems meet, and when Indigenous peoples ourselves hold contradictory educational desires. I focus on the idea of the land as first teacher and on the difficulties of enabling institutional educational processes that conceptualize it as a living entity, rather than an object, a resource a property. I seek to complicate our conversations to take account of the ways that colonial interests, competing investments, and structures of schooling shape the education that Indigenous youth today receive, and how this circumscribes the kinds of education it is possible for us to imagine. I conclude by offering a cartography that enables us to map how Indigenous youth encounter different ideologies of education and schooling, I also offer some thoughts about pedagogical possibilities that emerged from a course in which students were invited by Elders to witness a Sun Dance ceremony in Turtle Island.  相似文献   

8.
Eco-heroic quests for environmental communion continue to be represented, mediated, and glorified through film and media narratives. This paper examines two eco-heroic quests in the Alaskan ‘wilderness’ that have been portrayed in two Hollywood motion pictures: the movies Grizzly Man and Into the Wild. Both films vividly document and re-inscribe heroic status to the stories of Timothy Treadwell (Grizzly Man) and Christopher McCandless (Into the Wild), their tragic encounters with nature, and the pivotal experiences that gave them both eco-heroic identities in the American imagination. As is often the case for Greek and Shakespearean dramas, each hero met a tragic, unnecessary death in Alaskan ‘wilderness’, but in the process reiterated a settler colonial narrative. We argue that an Indigenous-focused Land education and its counter-narratives of holistic relations are sorely needed. It is Indigenous Land education that can break the cycle of Eurocentric celebrations of solitary heroism, rugged individualism, and ignorance of place. In order to forge Indigenous/non-Indigenous relations in our cultural imaginations and to address compounding environmental struggles, we need to turn to Indigenous stories and teachings that are already in place, in deep relation with the Land, water, animals and plants on Indigenous territory. We need to turn to Land education that is currently not in place or acknowledged in environmental education.  相似文献   

9.
Using several case studies drawn from Freire’s cultural context and contemporary Canadian Indigenous resistance movements, this article questions whether a Freirean approach to critical literacy can work with Indigenous literacy needs without reproducing colonial power structures. It also seeks to examine current scholarship in the literacy education of Maritime Aboriginal people in Canada and to illustrate the need for critical pedagogies honoring multiple cultural literacies and ways of knowing among Indigenous youth.  相似文献   

10.
天定命运是美国外交史上的一个思潮,表达美国凭借天命,对外扩张,散播民主自由的信念。＂昭昭天命＂最初为19世纪时的政治警句,后来成为标准的历史名辞,意义通常等于美国横贯北美洲,直达太平洋的领土扩张。  相似文献   

11.
Given the force of colonial violence and the politics of erasure, I argue it is imperative to deeply address what Rhetorical Studies has inherited from academic predecessors and to uncover colonialism's enduring impacts on our field. I contend that much of Rhetorical Studies upholds a system of knowledge that overwhelmingly perpetuates erasure and effacement of Indigenous work and thus the political stakes of complicity in Indigenous erasure and anti-Blackness must be addressed. This account of Rhetorical Studies' dominant and embedded histories, narratives, and authors reveals how the discipline is still missing an intellectual genealogy that orients rhetorical scholarship toward indigeneity, which provides possibilities to challenge erasure. Even as settler colonialism receives more attention in Rhetoric, I suggest the necessity of a coarticulated frame that navigates Rhetorical Studies alongside direct intellectual engagement with Native American and Indigenous Studies (NAIS) to build simultaneous attention to indigeneity and settler colonialism. This frame explains racialization and colonization must be addressed together while centering a focus on indigeneity as analytic. Launching this intellectual genealogy reveals contradictions, limitations, and complexities to hold Rhetorical Studies – to hold all of us – accountable for nurturing and building a world beyond colonialism in QJS and in our field.  相似文献   

12.
This article is concerned with Ngarrindjeri nation building in the ‘contact zone’ with the Australian settler state by decentring the colonizer within a range of bureaucratic regimes. Ngarrindjeri engagement with natural resource and cultural heritage management will be used to illustrate the relationship between globalization, community governance, education, sustaining ‘culture’, Indigenous well-being, and reconciliation and its links to the Australian government Closing the Gap initiatives. This article connects Ngarrindjeri lived experience to the theorization of processes for self-recovery and social transformation that open possibilities for broad-based local and global coalitions, which include political solidarity in the interests of just Indigenous ‘reinhabitation’ and decolonization.  相似文献   

13.
This paper examines the agentive role of the colonial administration in accessing formal education for Africans in North Nyanza, Kenya from 1890 to 1920. It demonstrates the complexities of the colonial experience in which the ultimate application of policy and practice was shaped by the overriding principle of protection of the economic and political interests of the immigrant settler community. Africans lacked institutional agency in government functioning in the racialised society in this period. The agentive role of the colonial administration in improving conditions for African populations faltered from its earliest conception. The colonial project ultimately fell short of its goal, as the governmental commitment to improving the education for African populations was compromised by the agenda to advance the commercial interest of the colonial empire and the dominant influence of the European settler class.  相似文献   

14.
Abstract

Through the structures and logics of the settler/capitalist state, the aging body can only be viewed as a crisis of decreased labor power and increased social expenditure; an amortization that has only worsened under neoliberalism. As such, this article calls attention to the conspicuous absence of a counter discourse and politics of aging within Native American and Indigenous studies. Within Indigenous communities, elders have always held places of distinction, which not only renders the dearth of theories of aging within Native studies problematic but also deeply limiting to the project of articulating the “decolonial option”. As discussed in the article, Indigenous theories of aging are a critical component of securing alter-Native existences, defined by relations of mutuality, responsibility and reciprocity.  相似文献   

15.
This article considers how diplomacy can be refined and amplified within the field of multicultural education. Focusing on Native American peoples in particular, I argue that the multiculturalist emphasis on cultural diplomacy overlooks the political difference of First Nations peoples. In contrast to a multiculturalist cultural diplomacy, the article develops diplomacy according to a decolonial framework that seeks to dismantle colonial perspectives of Native American political difference. Drawing upon theorists and historians of diplomacy, as well as Indigenous and decolonial writers, the article seeks to provide the terms through which teacher identifications as decolonial diplomats can be fostered toward Native Americans.  相似文献   

16.
Abstract

Indigenous peoples have long called for education that supports self-determination, counters colonial practices, and values our cultural identity and pride as Indigenous peoples. In recent years, Land education has emerged as a form of decolonial praxis that necessarily privileges Indigenous ontologies and epistemologies and engages in critiques of settler-colonialism. Informed by this theoretical framework and using Indigenous storywork methodology, this study focused on the perspectives of six Anishinaabe Elders on mazinaabikiniganan (commonly known as pictographs) at Agawa Rock, now part of Lake Superior Provincial Park in Ontario, Canada. Revealing ways of knowing and being that are intimately connected to Land and place, the pedagogical potential of mazinaabikiniganan as a form of Land education is discussed.  相似文献   

17.
In recent years, Indigenous ecological knowledge has been receiving increased attention due to its potential to help address the devastating impacts of climate change and environmental degradation. Indigenous peoples in various contexts have become engaged in collaborative research projects with scientists and other experts to build environmentally sustainable societies. Environmental education has been another site for incorporation of Indigenous knowledge systems and ways of knowing. This paper presents one such programme designed by the Bunun Indigenous group in Taiwan to support environmental learning and reconnection with the natural world of their group as well as other Indigenous and non-Indigenous individuals willing to participate. While the programme's objective is learning with and from the natural environment (the lessons that can be adopted by non-Indigenous groups), its other objectives include re-building and strengthening Indigenous identities, cultures and ways of life, and potentially contributing to decolonisation of settler societies and reconciliation between groups.  相似文献   

18.
This article is a response to Kassam, Avery, and Ruelle’s insights as presented in this forum on rural science education. Topics considered include troubling the urban/rural divide in the context of Indigenous knowledge and expanding to include the common Canadian notion of the “remote”, a designation rooted in our national colonial narrative for the mythic, typically northern, wilderness sparsely inhabited by primarily Indigenous peoples. These concepts are further considered through exploration of Indigenous and allied ecological activism in Canada and the United States related to the proposed Northern Gateway and Keystone XL pipelines. This discussion concludes with an argument for the inherent pedagogical opportunity presented by such cases for contemporary educators to engage students in consideration of wicked problems, geographically rooted cognitive diversity, and the legal, economic, ecological, and cultural underpinnings and ramifications of the current events prominent in their home communities and abroad.  相似文献   

19.
在美国200多年的发展历程中,"天命观"持续塑造着美国的战略思维与国家战略。"天命观"是美国历史文化传统的核心因素,它起源于清教徒的宗教信仰,根植于北美大陆的特殊地理环境,加强于世界上发端较早的美国资产阶级民主政体。"天命观"的演变经历了"种族优越论"﹑"天定命运论"﹑"新天定命运论"﹑"承担义务论"﹑"领导使命论"等五个阶段。  相似文献   

20.
In this paper, we contribute to land education research by focusing on the Torres Strait Islands in the Coral Sea at the far north of tip of Cape York, Australia. We describe the Torres Strait Islander concept of Sea Country and Torres Strait Ailan Kastom (translated as ‘Island Custom’). We then analyse some of the ways in which settler colonisation has challenged these ways of knowing and being. Our inquiry looks at how Sea Country is positioned within two contemporary Australian examples of environmental education: firstly, within the new Australian Curriculum cross-curriculum priorities that mandate that special attention be given to Aboriginal and Torres Strait Islander histories and cultures and also to the concept of sustainability; and secondly, within the Great Barrier Reef Marine Park Authority’s Sea Country Guardians programme This analysis of environmental education curriculum and practice identifies the ways in which the concept of Sea Country and the Indigenous cosmology it represents are simultaneously supported and ignored in the current Australian environmental education context.  相似文献   

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