"Bala ga lili": Meeting Indigenous Learners Halfway

Autor/in	Bissett, Susan Zela
Titel	"Bala ga lili": Meeting Indigenous Learners Halfway
Quelle	In: Australian Journal of Environmental Education, 28 (2012) 2, S.78-91 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2013.2
Schlagwörter	Indigenous Populations; Community Support; Critical Theory; Place Based Education; Culturally Relevant Education; Sustainable Development; Environmental Education; Teaching Methods; Educational Strategies + Suchen Sie Ihr Suchwort? Sinti und Roma; Kritische Theorie; Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie
Abstract	The author's experience of the day-to-day issues faced as an educator in an Aboriginal school are recounted, along with perspectives gained as part of a research project. The proposition is argued that an Education for Sustainability approach, where learning is structured around a negotiated environmental issue within local community, represents a cultural accommodation or halfway point between mainstream formal schooling and the needs of Indigenous learners. This article contends that such an educative approach meets Indigenous learners "halfway", through compatibility with Indigenous values frameworks and employing culturally appropriate pedagogical methods. The argument is made that by demonstrating a willingness to negotiate worthwhile environmentally based projects that address community ecological concerns, EfS may be able to improve community support and mitigate impediments to the engagement of Indigenous learners with formal education. A critical pedagogy of place (Grunewald, 2003) is discussed as a theoretical framework that combines place-based pedagogy with empowering educational theory. Indigenous learners' connection with place is recognised in this approach and ascribed a positive rather than negative value. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10