Learning from Land and Water: Exploring Mazinaabikiniganan as Indigenous Epistemology

Autor/in	Twance, Melissa
Titel	Learning from Land and Water: Exploring Mazinaabikiniganan as Indigenous Epistemology
Quelle	In: Environmental Education Research, 25 (2019) 9, S.1319-1333 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Twance, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2019.1630802
Schlagwörter	Water; American Indians; Epistemology; Land Use; Foreign Countries; Land Settlement; Foreign Policy; Criticism; American Indian Culture; Parks; Freehand Drawing; Geology; Indigenous Populations; Place Based Education; Self Determination; Canada + Suchen Sie Ihr Suchwort? Wasser; American Indian; Indianer; Erkenntnistheorie; Bodennutzung; Ausland; Siedlungsraum; Außenpolitik; Kritik; Freizeitpark; Drawing; Zeichnen; Historische Geologie; Sinti und Roma; Selbstbestimmung; Kanada
Abstract	Indigenous peoples have long called for education that supports self-determination, counters colonial practices, and values our cultural identity and pride as Indigenous peoples. In recent years, Land education has emerged as a form of decolonial praxis that necessarily privileges Indigenous ontologies and epistemologies and engages in critiques of settler-colonialism. Informed by this theoretical framework and using Indigenous storywork methodology, this study focused on the perspectives of six Anishinaabe Elders on mazinaabikiniganan (commonly known as pictographs) at Agawa Rock, now part of Lake Superior Provincial Park in Ontario, Canada. Revealing ways of knowing and being that are intimately connected to Land and place, the pedagogical potential of mazinaabikiniganan as a form of Land education is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01