Considering Ecological Métissage: To Blend or Not to Blend?

Autor/in	Lowan-Trudeau, Gregory
Titel	Considering Ecological Métissage: To Blend or Not to Blend?
Quelle	In: Journal of Experiential Education, 37 (2014) 4, S.351-366 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825913511333
Schlagwörter	Experiential Learning; Environmental Education; Foreign Countries; Teacher Attitudes; Educational Philosophy; Professional Identity; Correlation; Indigenous Knowledge; Western Civilization; Teaching Methods; American Indians; American Indian Culture; Interviews; Self Concept; World Views; Multicultural Education; Qualitative Research; Canada + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Umweltbildung; Umwelterziehung; Umweltpädagogik; Ausland; Lehrerverhalten; Bildungsphilosophie; Erziehungsphilosophie; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; American Indian; Indianer; Interviewing; Interviewtechnik; Selbstkonzept; World view; Weltanschauung; Multikulturelle Erziehung; Qualitative Forschung; Kanada
Abstract	This article reports on a study that examined the ecological identities and philosophies of Canadian experiential environmental educators who incorporate Western and Indigenous traditions into their pedagogical praxis. Guided by the overarching question, "Can Western and Indigenous knowledge of the natural world be blended theoretically and in practice?" notable findings include the clarification of the relationship between Western and Indigenous knowledge and philosophies of Nature as one with the potential for bricolage (integration) but not absolute métissage (blending) unless Western perspectives other than science, such as deep ecology and bioregionalism, are also considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01