Deepening Ecological Relationality through Critical Onto-Epistemological Inquiry: Where Transformative Learning Meets Sustainable Science

Autor/in	Williams, Lewis
Titel	Deepening Ecological Relationality through Critical Onto-Epistemological Inquiry: Where Transformative Learning Meets Sustainable Science
Quelle	In: Journal of Transformative Education, 11 (2013) 2, S.95-113 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/1541344613490997
Schlagwörter	Epistemology; World Views; Indigenous Knowledge; Interviews; Transformative Learning; Sustainability; Indigenous Populations; Science Education; American Indians; Ethnic Groups; Pacific Islanders; Teaching Methods; Foreign Countries; Canada; New Zealand + Suchen Sie Ihr Suchwort? Erkenntnistheorie; World view; Weltanschauung; Interviewing; Interviewtechnik; Pädagogische Transformation; Nachhaltigkeit; Sinti und Roma; Naturwissenschaftliche Bildung; American Indian; Indianer; Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Kanada; Neuseeland
Abstract	Indigenous worldviews remain at the margins of education, science, and sustainability efforts. The emergence of sustainable science holds promise as a means of advancing deep sustainability and recentering Indigenous knowledge. Transformative learning's engagement with sustainable science has the potential to play an integral role in this paradigmatic shift which necessitates a broader legitimation of our ecology as a deeply interconnected living system. An important part of this project is learner-centred critical onto-epistemological inquiry--the critical study of one's own reality and implications for ecological relationship. Drawing on Intuitive Inquiry and Kaupapa Maori research, this article illuminates the partial decolonization of my own Life-World and arrival at a deepened sense of ecological relationship. Initially focusing on "the dreaming," it integrates my visceral experiences of the land and Indigenous constructions of reality through interviews with Ngai Te Rangi and Plains Cree elders. The implications for transformative learning and sustainability are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01