Overview
- Editors:
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Andrejs Kulnieks
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Nipissing University, Ontario, Canada
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Dan Roronhiakewen Longboat
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Trent University, Ontario, Canada
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Kelly Young
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Trent University, Ontario, Canada
- This important new collection addresses the integration of environmental and indigenous pedagogies into curriculum.
- It is divided into three parts, focusing respectively on Indigenous Knowledges, Indigenous environmental studies, and eco-justice education perspectives.
- With contributors from universities across North America, and with topics ranging from the relationship between scientific and traditional knowledge to social action projects in the classroom, from outdoor education to an eco-feminist analysis in eco-justice pedagogy, Contemporary Studies in Environmental and Indigenous Pedagogies is an invaluable exploration of the principles and practices of environmental and indigenous pedagogies.
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Table of contents (16 chapters)
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Front Matter
Pages i-viii
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- Andrejs Kulnieks, Dan Roronhiakewen Longboat, Kelly Young
Pages 1-6
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Principles of Environmental and Indigenous Pedagogies
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- Dan Roronhiakewen Longboat, Andrejs Kulnieks, Kelly Young
Pages 9-19
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- Thomas G. Ryan, Lisa Van Every, Verna L. McDonald, Astrid Steele
Pages 21-48
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- Robin W. Kimmerer, Robin W. Kimmerer
Pages 49-76
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Portraits of Environmental and Indigenous Pedagogies
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Front Matter
Pages 109-109
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- Jeff Edmundson, Rebecca A. Martusewicz
Pages 171-183
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Practices of Environmental and Indigenous Pedagogies
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Front Matter
Pages 223-223
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- Brigitte Evering, Dan Roronhiakewen Longboat, Dan Roronhiakewen Longboat
Pages 241-257
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About this book
Contemporary Studies in Environmental and Indigenous Pedagogies: A Curricula of Stories and Place.
Our book is a compilation of the work of experienced educational researchers and practitioners, all of whom currently work in educational settings across North America. Contributors bring to this discussion, an enriched view of diverse ecological perspectives regarding when and how contemporary environmental and Indigenous curriculum figures into the experiences of curricular theories and practices. This work brings together theorists that inform a cultural ecological analysis of the environmental crisis by exploring the ways in which language informs ways of knowing and being as they outline how metaphor plays a major role in human relationships with natural and reconstructed environments.
This book will be of interest to educational researchers and practitioners who will find the text important for envisioning education as an endeavour that situates learning in relation to and informed by an Indigenous Environmental Studies and Eco-justice Education frameworks. This integrated collection of theory and practice of environmental and Indigenous education is an essential tool for researchers, graduate and undergraduate students in faculties of education, environmental studies, social studies, multicultural education, curriculum theory and methods, global and comparative education, and women’s studies. Moreover, this work documents methods of developing ways of implementing Indigenous and Environmental Studies in classrooms and local communities through a framework that espouses an eco-ethical consciousness.
The proposed book is unique in that it offers a wide variety of perspectives, inviting the reader to engage in a broader conversation about the multiple dimensions of the relationship between ecology, language, culture, and education in relation to the cultural roots of the environmental crisis that brings into focus the local and global commons, languageand identity, and environmental justice through pedagogical approaches by faculty across North America who are actively teaching and researching in this burgeoning field.
Societies and partnerships
