Weekend viewing – “Decolonizing Environmental Education: Building Relationships with Indigenous Peoples”

February edition of NAAEE’s monthly webinar series focused on “Decolonizing Environmental Education: Building Relationships with Indigenous Peoples”.

Watch it again at the link

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Place in research. Theory, methodology, and methods – a book review

Dave Clarke’s review of the 2015 publication by Eve Tuck and Marcia McKenzie is in the journal at:

http://www.tandfonline.com/eprint/6HwESRVqED6jtUv52tEI/full

Follow the link to see why he concludes:

I see this as an important book for two main reasons. Firstly because of the way in which Indigenous theories and methods of land are presented alongside Western space/place theorising. This should begin to open up approaches to research methodology to researchers seeking critical, participatory and ethical methods. Secondly it is a valuable contribution in that it is unafraid to delve into contemporary theoretical currents regarding spatiality and (new) materiality and offer critique and consideration regarding the political fallout and opportunities of these discourses. This is not a ‘how to guide’ nor a more traditional research methods text book, rather Eve Tuck and Marcia McKenzie contribute an engaging and well referenced discussion, acting as a confluence of ideas for considering place in research.

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
#newEERpaper