Schooling and Local Environmental Knowledge: Do They Complement or Substitute Each Other?

Autor/inn/en	Reyes-Garcia, Victoria; Kightley, Eric; Ruiz-Mallen, Isabel; Fuentes-Pelaez, Nuria; Demps, Katie; Huanca, Tomas; Martinez-Rodriguez, Maria Ruth
Titel	Schooling and Local Environmental Knowledge: Do They Complement or Substitute Each Other?
Quelle	In: International Journal of Educational Development, 30 (2010) 3, S.305-313 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2009.11.007
Schlagwörter	Indigenous Knowledge; Cultural Pluralism; Environment; Foreign Countries; Horticulture; Language of Instruction; Environmental Education; Indigenous Populations; Bolivia + Suchen Sie Ihr Suchwort? Kulturpluralismus; Umwelt; Ausland; Gartenbau; Teaching language; Unterrichtssprache; Umweltbildung; Umwelterziehung; Umweltpädagogik; Sinti und Roma; Bolivien
Abstract	Schooling and the knowledge acquired at school have been considered both a cause of loss of indigenous knowledge (because it opens pathways to the non-indigenous world and worldviews) and a potential remedy to its demise (if educational curricula is aligned with indigenous realities by giving instruction in local languages and incorporating local knowledge in school content). We test the association between academic and local environmental knowledge using data from a society of forager-horticulturalists in the Bolivian Amazon who were exposed to a partially contextualized school curriculum. We found that although schooling and academic knowledge bear a negative association with local knowledge the magnitude is low, probably because schooling was partially contextualized. Contextualized learning might help avoid that the provision of universal education comes at the cost of humanity's cultural diversity. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10