"We Call Ourselves Marginalized": Young People's Environmental Learning and Navigations of Marginalization in a Kenyan Pastoralist Community

Autor/in	Jordt Jørgensen, Nanna
Titel	"We Call Ourselves Marginalized": Young People's Environmental Learning and Navigations of Marginalization in a Kenyan Pastoralist Community
Quelle	In: Canadian Journal of Environmental Education, 18 (2013), S. 96-110 PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1205-5352
Schlagwörter	Forschungsbericht; Disadvantaged; Foreign Countries; Indigenous Knowledge; Environmental Education; Victims; Educational Research; Educational Practices; Secondary Schools; Graduates; Self Concept; Rural Areas; Qualitative Research; Ethnography; Interviews; Sustainable Development; Learning Experience; Kenya + Suchen Sie Ihr Suchwort? Ausland; Umweltbildung; Umwelterziehung; Umweltpädagogik; Victim; Opfer; Bildungsforschung; Pädagogische Forschung; Bildungspraxis; Sekundarschule; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Selbstkonzept; Rural area; Ländlicher Raum; Qualitative Forschung; Ethnografie; Interviewing; Interviewtechnik; Nachhaltige Entwicklung; Lernerfahrung; Kenia
Abstract	In recent decades, indigenous knowledge has been added to the environmental education agenda in an attempt to address the marginalization of non-western perspectives. While these efforts are necessary, the debate is often framed in terms of a discourse of victimization that overlooks the agency of the people we refer to as marginalized. In this paper, I discuss how young secondary school graduates from a pastoralist community in Kenya use and negotiate indigeneity, marginal identity, and experiences of marginalization in social navigations aimed at broadening their current and future opportunities. I argue that researchers not only need to pay attention to how certain voices are marginalized in environmental education research and practice, but also to how learners as agents respond to, use, and negotiate the marginalization of their perspectives. (As Provided).
Anmerkungen	Canadian Journal of Environmental Education. Faculty of Education, Lakehead University, 955 Oliver Road, Thunder Bay, ON P7B 5E1, Canada. Fax: 807-346-7771; e-mail: cjee@lakeheadu.ca; Web site: http://cjee.lakeheadu.ca
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01