Between Indigenous and Non-Indigenous: Urban/Nature/Child Pedagogies

Autor/inn/en	Somerville, Margaret; Hickey, Sandra
Titel	Between Indigenous and Non-Indigenous: Urban/Nature/Child Pedagogies
Quelle	In: Environmental Education Research, 23 (2017) 10, S.1427-1439 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2017.1325451
Schlagwörter	Indigenous Populations; Attitude Measures; Natural Resources; Forestry; Ecology; Urbanization; Language Usage; Indigenous Knowledge; Childrens Literature; Books; Cultural Relevance; Cultural Influences; Urban Areas; Foreign Countries; Language Maintenance; Public Schools; Student Diversity; Urban Schools; Biodiversity; Native Language; Freehand Drawing; Story Telling; Plants (Botany); Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Natural Ressource; Natürliche Ressource; Forstwissenschaft; Waldwirtschaft; Ökologie; Urbanisation; Urbanisierung; Sprachgebrauch; 'Children''s literature'; Kinderliteratur; Book; Buch; Monographie; Monografie; Cultural influence; Kultureinfluss; Urban area; Stadtregion; Ausland; Sprachpflege; Public school; Öffentliche Schule; Urban areas; School; Schools; Stadt; Schule; Biodiversität; Drawing; Zeichnen; Pflanze; Australien
Abstract	This co-authored paper offers Aboriginal and non-Aboriginal perspectives on the emergence of urban/nature/child pedagogies in a project to reclaim remnant woodlands. Set in the context of indigenous issues explored in a special edition of the journal on land based education, the paper engages critically with a claim by a group of ecologists, that as urbanisation increases globally indigenous languages and knowledges are being lost in parallel with the loss of species. The paper analyses children's multimodal images and texts in the book, "Because Eco-systems Matter," produced as an outcome of the project. In identifying possibilities for alternative storylines to those of loss and moral failure, the paper concludes that pedagogies incorporating contemporary hybrid Aboriginal forms of language and representation offer all children the possibility of re-imagining a traditional past into a contemporary present/future. In this present/future their learning and actions have the potential to name and change their worlds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01