Envisioning Indigenized Geography: A Two-Eyed Seeing Approach

Autor/inn/en	Moorman, Lynn; Evanovitch, Julia; Muliaina, Tolu
Titel	Envisioning Indigenized Geography: A Two-Eyed Seeing Approach
Quelle	In: Journal of Geography in Higher Education, 45 (2021) 2, S.201-220 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moorman, Lynn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2021.1872060
Schlagwörter	Geography Instruction; Indigenous Knowledge; Research Methodology; Higher Education; Conflict Resolution; Western Civilization; Teaching Methods; Epistemology; Barriers; Interdisciplinary Approach; Holistic Approach; Eskimos; Canada Natives; Outcomes of Education; Educational Philosophy; Foreign Countries; Curriculum Development; Instructional Materials; Student Evaluation; Indigenous Populations + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Research method; Forschungsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Conflict solving; Konfliktlösung; Konfliktregelung; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Holistischer Ansatz; Lernleistung; Schulerfolg; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schulnote; Studentische Bewertung; Sinti und Roma
Abstract	Addressing educational curricula and programs in post-secondary education for Reconciliation brings new opportunities and challenges for geography educators, including decolonizing and indigenizing their own teaching practices and perspectives. A team of geography educators, from vastly different geographies and contexts, explored their understandings and approaches to indigenization and found commonalities aligned with Two-Eyed Seeing, a framework that calls for a weaving of perspectives to hold views of both Indigenous and Western knowledge simultaneously. While originally applied in a teaching context, Two-Eyed Seeing is now recognized as a valuable approach in Indigenous research but remains promising as a means to connect indigenous knowledge and epistemology to geography teaching practice. A review of challenges in indigenization efforts in education indicates that Two-Eyed Seeing can address a number of pedagogical challenges, including reducing binary perspectives, providing a more holistic worldview, and creating a safe space for students. Realizing goals of reconciliation, decolonization, and indigenization requires contributions and efforts from across the geography education community, including from non-Indigenous actors who may not be active in the Indigenous Geographies space. Providing strategies and examples of approaches such as Two-Eyed Seeing is critical to support these educators and ensure the best learning opportunities for their students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01