Educate to Perpetuate: Land-Based Pedagogies and Community Resurgence

Autor/inn/en	Corntassel, Jeff; Hardbarger, Tiffanie
Titel	Educate to Perpetuate: Land-Based Pedagogies and Community Resurgence
Quelle	In: International Review of Education, 65 (2019) 1, S.87-116 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-018-9759-1
Schlagwörter	Indigenous Populations; Indigenous Knowledge; Family Relationship; Networks; Racial Bias; Medicine; Native Language; Ceremonies; Family Environment; Power Structure; Cultural Maintenance; Gender Differences; Teaching Methods; Public Health; Sustainability; Transformative Learning; Place Based Education; American Indians; American Indian Culture; Well Being; Futures (of Society) + Suchen Sie Ihr Suchwort? Sinti und Roma; Racial discrimination; Rassismus; Medizin; Zeremoniell; Familienmilieu; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Gesundheitswesen; Nachhaltigkeit; Pädagogische Transformation; American Indian; Indianer; Well-being; Wellness; Wohlbefinden; Future; Society; Zukunft
Abstract	Indigenous youth today are in a precarious position. The elders who guided their grandparents and parents often suffered from direct racism and dislocation from cultural practices, land, medicine, language, knowledge and traditional lifeways. Family and community kinship networks that provided emotional, spiritual and physical support have been brutally and systematically dismantled. When "perpetuation" is discussed within an Indigenous context, it often refers to the transmission of Indigenous knowledge to future generations and how they act on and regenerate it. This perpetuation of Indigenous knowledge and nationhood occurs every day, often in the shape of unnoticed or unacknowledged actions carried out within intimate settings, such as homes, ceremonies and communities. Focusing on everyday acts of resurgence shifts the analysis of the situation away from the state-centred, colonial manifestations of power to the relational, experiential and dynamic nature of Indigenous cultural heritage, which offers important implications for re-thinking gendered relationships, community health and sustainable practices. The authors of this article examine ways in which land-based pedagogies can challenge colonial systems of power at multiple levels, while being critical sites of education and transformative change. Drawing on a multi-component study of community practices in the Cherokee Nation conducted by the second author, this article examines strategies for fostering what have been termed "land-centred literacies" as pathways to community resurgence and sustainability. The findings from this research have important implications for Indigenous notions of sustainability, health and well-being and ways in which Indigenous knowledge can be perpetuated by future generations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01