Rethinking environmental science education from indigenous knowledge perspectives: an experience with a Dene First Nation community

Rethinking environmental science education from indigenous knowledge perspectives: an experience with a Dene First Nation community
– New EER Article Alert
Ranjan Kumar Datta
Pages: 1-17 | DOI: 10.1080/13504622.2016.1219980

Abstract
This auto-ethnographic article explores how land-based education might challenge western environmental science education (ESE) in an Indigenous community. This learning experience was developed from two perspectives: first, land-based educational stories from Dene First Nation community Elders, knowledge holders, teachers, and students; and second, the author’s critical self‐reflections focusing on how land-based education could offer unlearning, rethinking, relearning, and reclaiming ESE. This auto-ethnography provides particular insights into who we are as environmental educators, the challenges in western ESE, why land-based education matters, why and how a significant move should be made from western ESE to land-based ESE, and how land-based education offers a bridge between western and Indigenous education.

Keywords: Land-based education, Western science, Indigenous, auto-ethnography, environmental science education

http://ow.ly/mAJO3038tZz
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