Using the pandemic to decolonize nature: Interrogating pragmatic education.
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| Title: | Using the pandemic to decolonize nature: Interrogating pragmatic education. |
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| Authors: | Foley Jr., William J.1 williamfoleyjr@gmail.com |
| Source: | Prospects (00331538). Oct2021, Vol. 51 Issue 1-3, p261-277. 17p. |
| Subject Terms: | *COVID-19 pandemic, Pragmatism, Globalization, Imperialism, Indigenous peoples |
| Abstract: | This article seeks to use Dewey's interpretation of pragmatism and education as a model for how dominant notions of school exemplify a colonizing theory of nature. The article argues that Dewey sought to commodify nature as a tool for human progress. This aspect of Dewey's beliefs is further demonstrated in the kind of schooling that is being implemented through globalization. The article draws on Indigenous concepts of the nature and the Earth, for decolonizing science instruction in an elementary classroom. [ABSTRACT FROM AUTHOR] |
| Copyright of Prospects (00331538) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This article seeks to use Dewey's interpretation of pragmatism and education as a model for how dominant notions of school exemplify a colonizing theory of nature. The article argues that Dewey sought to commodify nature as a tool for human progress. This aspect of Dewey's beliefs is further demonstrated in the kind of schooling that is being implemented through globalization. The article draws on Indigenous concepts of the nature and the Earth, for decolonizing science instruction in an elementary classroom. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00331538 |
| DOI: | 10.1007/s11125-021-09547-9 |
