Full 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.
Contents
Introduction - Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research 1. Speaking back to Manifest Destinies: a land education-based approach to critical curriculum inquiry 2. Muskrat theories, tobacco in the streets, and living Chicago as Indigenous land 3. Sea Country: navigating Indigenous and colonial ontologies in Australian environmental education 4. An African-centred approach to land education 5. Manifesting Destiny: a land education analysis of settler colonialism in Jamestown, Virginia, USA 6. Hoea Ea: land education and food sovereignty in Hawaii 7. Between the remnants of colonialism and the insurgence of self-narrative in constructing participatory social maps: towards a land education methodology 8. A ghetto land pedagogy: an antidote for settler environmentalism 9. Eco-heroes out of place and relations: decolonizing the narratives of Into the Wild and Grizzly Man through Land education
