Indigenous Storytelling, Cherokee Traditional Ecological Knowledge, and Place-Based Education

Autor/inn/en	Kinch, Rosemary A.; Bobilya, Andrew J.; Daniel, Brad; Duncan, Sara
Titel	Indigenous Storytelling, Cherokee Traditional Ecological Knowledge, and Place-Based Education
Quelle	In: Journal of Outdoor Recreation, Education, and Leadership, 14 (2022) 4, S.55-70 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bobilya, Andrew J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1948-5123
Schlagwörter	American Indians; Story Telling; Indigenous Knowledge; Audience Awareness; Ecology; Place Based Education; Well Being; Holistic Approach; Sustainability; Environmental Education; Middle School Students; Curriculum Development; Cultural Literacy; Student Attitudes; Charter Schools; American Indian Culture; North Carolina + Suchen Sie Ihr Suchwort? American Indian; Indianer; Ökologie; Well-being; Wellness; Wohlbefinden; Holistischer Ansatz; Nachhaltigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schülerverhalten; Charter school; Charter-Schule
Abstract	Indigenous storytelling is a transaction between narrators and audiences that can be expressed through Traditional Ecological Knowledge (TEK). TEK narratives, such as those of the Eastern Band of Cherokee Indians (EBCI), can demonstrate ecological literacy by empowering audiences to co-create their engagement with the local environment of that Indigenous society and its TEK. Place-based education integrates relationships with ecological systems with progressive learning and holistic well-being for participants. TEK stories may describe how those interactions, prioritized by place-based education, promote inclusive bonds and sustainability with environments. To date, no known research has investigated the integration of Cherokee TEK narratives with place-based curricula for middle school students. This study explored middle school student interpretations of a field experience that integrated place-based education, EBCI TEK stories narrated by an EBCI storyteller, and the local environment. As participants reflected on their experience, three themes emerged: cultural literacy, well-being, and respecting nature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01