Land-based Education


Book Description

"Land-based education is in demand within both Indigenous and non-Indigenous communities. Within this book Dr. Michell introduces basic elements of Land-based Education from an Indigenous perspective with a focus on the Woodlands Cree. Herman discusses four curriculum orientations (Positivist, Constructivist, Critical, and Post-Modern) that are connected to environment-related education so that educators have a springboard from which to ground their practice. Two Indigenous land-based educators, one male and one female, share their experiences and insights. Dr. Michell then discusses Land-based Education in terms of the Woodlands Cree Seasonal Cycle."--




Land Education


Book Description

This important book on Land Education offers critical analysis of the paths forward for education on Indigenous land. This analysis discusses the necessity of centring historical and current contexts of colonization in education on and in relation to land. In addition, contributors explore the intersections of environmentalism and Indigenous rights, in part inspired by the realisation that the specifics of geography and community matter for how environmental education can be engaged. This edited volume suggests how place-based pedagogies can respond to issues of colonialism and Indigenous sovereignty. Through dynamic new empirical and conceptual studies, international contributors examine settler colonialism, Indigenous cosmologies, Indigenous land rights, and language as key aspects of Land Education. The book invites readers to rethink 'pedagogies of place' from various Indigenous, postcolonial, and decolonizing perspectives. This book was originally published as a special issue of Environmental Education Research.




Indigenous and Decolonizing Studies in Education


Book Description

Indigenous and decolonizing perspectives on education have long persisted alongside colonial models of education, yet too often have been subsumed within the fields of multiculturalism, critical race theory, and progressive education. Timely and compelling, Indigenous and Decolonizing Studies in Education features research, theory, and dynamic foundational readings for educators and educational researchers who are looking for possibilities beyond the limits of liberal democratic schooling. Featuring original chapters by authors at the forefront of theorizing, practice, research, and activism, this volume helps define and imagine the exciting interstices between Indigenous and decolonizing studies and education. Each chapter forwards Indigenous principles - such as Land as literacy and water as life - that are grounded in place-specific efforts of creating Indigenous universities and schools, community organizing and social movements, trans and Two Spirit practices, refusals of state policies, and land-based and water-based pedagogies.




A Land Not Forgotten


Book Description

Food insecurity takes a disproportionate toll on the health of Canada’s Indigenous people. A Land Not Forgotten examines the disruptions in local food practices as a result of colonization and the cultural, educational, and health consequences of those disruptions. This multidisciplinary work demonstrates how some Indigenous communities in northern Ontario are addressing challenges to food security through the restoration of land-based cultural practices. Improving Indigenous health, food security, and sovereignty means reinforcing practices that build resiliency in ecosystems and communities. As this book contends, this includes facilitating productive collaborations and establishing networks of Indigenous communities and allies to work together in promotion and protection of Indigenous food systems. This will influence diverse groups and encourage them to recognize the complexity of colonial histories and the destructive health impacts in Indigenous communities. In addition to its multidisciplinary lens, the authors employ a community based participatory approach that privileges Indigenous interests and perspectives. A Land Not Forgotten provides a comprehensive picture of the food security and health issues Indigenous peoples are encountering in Canada’s rural north.




Queer Ecopedagogies


Book Description

This volume builds on the momentum surrounding queer work within environmental education, while also encouraging new connections between environmental education research and the growing bodies of literature dedicated to queer deconstructions of categories such as “nature,” “environment,” and “animal.” The book is composed of submissions that engage with existing literature from queer ecology, queer theory, and various explorations of sexuality and gender within the context of human-animal-nature relationships. The book deepens and diversifies environmental education by providing new theoretical and methodological insights for scholarship and practice across a variety of educational contexts. Queer pedagogies provide important critical points of view for educators who seek broader goals centred around social and ecological justice by encouraging counter-hegemonic views of bodies, nature, and community. The scope of this book is multi- or interdisciplinary in order to cast a wide net around what kinds of spaces, relationships, and practices are considered educational, pedagogical, or curricular. The volume includes chapters that are conceptual, theoretical, and empirical.




Decolonizing Place in Early Childhood Education


Book Description

This book draws attention to the urgent need for early childhood education to critically encounter and pedagogically respond to the entanglements of environmentally damaged places, anti-blackness, and settler colonial legacies. Drawing from the author’s multi-year participatory action research with educators and children in suburban settings, the book highlights Indigenous presences and land relations within ongoing settler colonialism as necessary, yet often ignored, aspects of environmental education. Chapters discuss topics such as: geotheorizing in a capitalist society, absences of Black place relations, and unsettling unquestioned Western assumptions about nature education. Rather than offer prescriptive solutions, this book works to broaden possibilities and bolster the conversation among teachers and scholars concerned with early years environmental education.




Pathways for Remembering and Recognizing Indigenous Thought in Education


Book Description

Pathways for Remembering and Recognizing Indigenous Thought in Education is an exploration into some of the shared cross-cultural themes that inform and shape Indigenous thought and Indigenous educational philosophy.




How to Survive in Your Native Land


Book Description

James Herndon details classroom life and the inescapable realities of a school situation.




Decolonizing Education


Book Description

Drawing on treaties, international law, the work of other Indigenous scholars, and especially personal experiences, Marie Battiste documents the nature of Eurocentric models of education, and their devastating impacts on Indigenous knowledge. Chronicling the negative consequences of forced assimilation, racism inherent to colonial systems of education, and the failure of current educational policies for Aboriginal populations, Battiste proposes a new model of education, arguing the preservation of Aboriginal knowledge is an Aboriginal right. Central to this process is the repositioning of Indigenous humanities, sciences, and languages as vital fields of knowledge, revitalizing a knowledge system which incorporates both Indigenous and Eurocentric thinking.




Decolonizing and Indigenizing Education in Canada


Book Description

Decolonizing and Indigenizing Education in Canada thinks boldly about how to make space for Indigenous knowledges and have an honest discourse on truth and reconciliation. By engaging with Indigenous epistemologies and strategies, the contributors navigate the complexities of the decolonization and indigenization of post-secondary institutions. What is needed in this field is less theorizing and more action: the contributors offer practical steps on how one might positively transform the Canadian academy. Through this lens of action-based solutions, each of the fifteen chapters advances critical scholarship on issues of pedagogy, curriculum, shifting power dynamics, and challenging Eurocentric perspectives in higher education. With contributions from both Indigenous and non-Indigenous academics from across Canada and in varying academic positions, Decolonizing and Indigenizing Education in Canada provides a unique perspective specific to the Canadian education system. Featuring discussion questions, further reading lists, and practical examples of how to engage in decolonization work within the academy, this text is an essential resource for students and scholars studying Indigenous knowledges, education and pedagogies, and curriculum studies.