Muskrat Theories, Tobacco in the Streets, and Living Chicago as Indigenous Land
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| Title: | Muskrat Theories, Tobacco in the Streets, and Living Chicago as Indigenous Land |
|---|---|
| Language: | English |
| Authors: | Bang, Megan, Curley, Lawrence, Kessel, Adam, Marin, Ananda, Suzukovich, Eli S., III, Strack, George |
| Source: | Environmental Education Research. 2014 20(1):37-55. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Urban Areas, Indigenous Populations, Environmental Education, Epistemology, Resilience (Psychology), Urban Youth, Naming, Indigenous Knowledge, Culturally Relevant Education, Teaching Methods, Place Based Education, American Indian Culture, American Indians, Community Programs, Youth Programs, Family Programs, Plants (Botany) |
| Geographic Terms: | Illinois |
| DOI: | 10.1080/13504622.2013.865113 |
| ISSN: | 1350-4622 |
| Abstract: | In this paper, we aim to contribute to ongoing work to uncover the ways in which settler colonialism is entrenched and reified in educational environments and explore lessons learned from an urban Indigenous land-based education project. In this project, we worked to re-center our perceptual habits in Indigenous cosmologies, or land-based perspectives, and came to see land re-becoming itself. Through this recentering, we unearthed some ways in which settler colonialism quietly operates in teaching and learning environments and implicitly and explicitly undermines Indigenous agency and futurity by maintaining and reifying core dimensions of settler colonial relations to land. We describe examples in which teachers and community members explicitly re-engaged land-based perspectives in the design and implementation of a land-based environmental science education that enabled epistemological and ontological centering that significantly impacted learning, agency, and resilience for urban Indigenous youth and families. In this paper, we explore the significance of naming and the ways in which knowledge systems are mobilized in teaching and learning environments in the service of settler futurity. However, we suggest working through these layers of teaching and learning by engaging in land-based pedagogies is necessary to extend and transform the possibilities and impacts of environmental education. |
| Abstractor: | As Provided |
| Number of References: | 91 |
| Entry Date: | 2014 |
| Accession Number: | EJ1028574 |
| Database: | ERIC |
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| Abstract: | In this paper, we aim to contribute to ongoing work to uncover the ways in which settler colonialism is entrenched and reified in educational environments and explore lessons learned from an urban Indigenous land-based education project. In this project, we worked to re-center our perceptual habits in Indigenous cosmologies, or land-based perspectives, and came to see land re-becoming itself. Through this recentering, we unearthed some ways in which settler colonialism quietly operates in teaching and learning environments and implicitly and explicitly undermines Indigenous agency and futurity by maintaining and reifying core dimensions of settler colonial relations to land. We describe examples in which teachers and community members explicitly re-engaged land-based perspectives in the design and implementation of a land-based environmental science education that enabled epistemological and ontological centering that significantly impacted learning, agency, and resilience for urban Indigenous youth and families. In this paper, we explore the significance of naming and the ways in which knowledge systems are mobilized in teaching and learning environments in the service of settler futurity. However, we suggest working through these layers of teaching and learning by engaging in land-based pedagogies is necessary to extend and transform the possibilities and impacts of environmental education. |
|---|---|
| ISSN: | 1350-4622 |
| DOI: | 10.1080/13504622.2013.865113 |
