Including Indigenous Knowledges and Pedagogies in Science-Based Environmental Education Programs

Autor/inn/en	Sutherland, Dawn; Swayze, Natalie
Titel	Including Indigenous Knowledges and Pedagogies in Science-Based Environmental Education Programs
Quelle	In: Canadian Journal of Environmental Education, 17 (2012), S.80-96 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1205-5352
Schlagwörter	Environmental Education; Indigenous Knowledge; Science Instruction; Teaching Methods; American Indians; Program Effectiveness; Program Evaluation; Models; Culturally Relevant Education; Literacy; Ecology; Social Justice; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; American Indian; Indianer; Programme evaluation; Programmevaluation; Analogiemodell; Alphabetisierung; Schreib- und Lesefähigkeit; Ökologie; Soziale Gerechtigkeit; Ausland; Kanada
Abstract	In exploring ways to respectfully include Indigenous Knowledges and pedagogies within environmental education programs, the challenge is to ensure strategies used will meaningfully support learning while reflecting local cultural traditions, languages, beliefs, and perspectives. In this paper, key components for science-based environmental education programs that include Indigenous Knowledges and pedagogies are considered, along with a possible means to evaluate the effectiveness of attempts to make these programs more culturally responsive. Ininiwi-kiskanitamowin, a model for science and math programming in Indigenous settings, is applied to a culturally relevant environmental education program called Bridging the Gap (BTG). Evaluating BTG within the context of the Ininiwi-kiskanitamowin model generates an enlightening illustration of the nature of the model as a process of lifelong learning, and suggests the need to consider alternative pedagogies and educational frameworks when developing and evaluating culturally relevant environmental education programs. (Contains 1 figure and 2 notes.) (As Provided).
Anmerkungen	Lakehead University and Canadian Network for Environmental Education and Communication. Lakehead University Faculty of Education, 955 Oliver Road, Thunder Bay, ON P7B 5E1, Canada. Fax: 807-346-7771; e-mail: cjee@lakeheadu.ca; Web site: http://cjee.lakeheadu.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10