Developing Sense of Place through a Place-Based Indigenous Education for Sustainable Development Curriculum

Autor/inn/en	Li, Wei-Ting; Shein, Paichi Pat
Titel	Developing Sense of Place through a Place-Based Indigenous Education for Sustainable Development Curriculum
Quelle	In: Environmental Education Research, 29 (2023) 5, S.692-714 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Wei-Ting) ORCID (Shein, Paichi Pat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2022.2098933
Schlagwörter	Place Based Education; Indigenous Populations; Teacher Attitudes; Feedback (Response); Sustainable Development; Student Attitudes; Worksheets; Indigenous Knowledge; Self Determination; Experiential Learning; Ethnic Groups; Asians; Foreign Countries; Environmental Education; Curriculum Development; Curriculum Evaluation; Grade 5; Sense of Community; Teaching Methods; Taiwan + Suchen Sie Ihr Suchwort? Sinti und Roma; Lehrerverhalten; Nachhaltige Entwicklung; Schülerverhalten; Selbstbestimmung; Experiental learning; Erfahrungsorientiertes Lernen; Ethnie; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Umweltbildung; Umwelterziehung; Umweltpädagogik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; School year 05; 5. Schuljahr; Schuljahr 05; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The life experiences of Indigenous students are often overlooked in school learning, thereby causing dissonance in learning. To address this issue, this study incorporated local and traditional ecological knowledges of community in this year-long course of 'place-based Indigenous education for sustainable development', using place-based design principles, which provided many experiential learning opportunities for the students to develop cognitive, socio-emotional, and behavioral aspects of sense of place. To ensure self-determination of Indigenous peoples in educational research, this study engaged and empowered knowledgeable Elders, community members, and Indigenous teachers in this community-based participatory design research. From student worksheets, student interviews, classroom observations, and teacher feedback, we found that students began to think about hometown and its sustainability issues in a broader perspective as they enhanced their local knowledge and sense of place. Follow-up research can be conducted to determine the generalizability of this model in cross-cultural contexts or for Indigenous youth, as the notion of sense of place is rather holistic and contextualized. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01