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(Post-) Critical Global Childhood and Youth Studies: Decolonizing Environmental Education for Different Contexts and Nations by Kathryn Riley (2022, Trade Paperback)
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About this product
Product Identifiers
PublisherLang Publishing, Incorporated, Peter
ISBN-101433191741
ISBN-139781433191749
eBay Product ID (ePID)26057268311
Product Key Features
Number of Pages254 Pages
Publication NameDecolonizing Environmental Education for Different Contexts and Nations
LanguageEnglish
SubjectEnvironmental Science (See Also Chemistry / Environmental), Administration / General, Computer Science, Curricula
Publication Year2022
FeaturesNew Edition
TypeTextbook
Subject AreaComputers, Science, Education
AuthorKathryn Riley
Series(Post-) Critical Global Childhood and Youth Studies
FormatTrade Paperback
Dimensions
Item Height0.6 in
Item Weight12.7 Oz
Item Length8.8 in
Item Width5.8 in
Additional Product Features
Intended AudienceScholarly & Professional
LCCN2021-054900
Reviews"The need for this book is essential. This book provides needed respect for world cultures, ethnicities, regions, religions, politics, genders, sexualities, and views regarding Environmental Education. The authors break down barriers of ethnocentrism, specifically the White and Western view of Environmental Education, and open an inclusive dialogue to advance the conversation forward in an interconnected way. Provided in the chapters are thought-provoking insights that elicit movement in a positive, collaborative direction by changing the current narrative. The diversity of experience, ideas, and contexts presented help to build a global community of change-makers to stop a dire environmental future. The wisdom in this book creates an opportunity to learn, grow, and make a significant change on a global scale and passionate commonality for the environment through education."--Shannon McLean-Minch, Elementary School Principal, Community Montessori, Boulder Valley School District, Boulder, Colorado, USA
Dewey Edition23
Series Volume Number3
IllustratedYes
Dewey Decimal333.7071
Edition DescriptionNew Edition
Table Of ContentList of Figures - Note from the Series Editors - Acknowledgments - Abbreviations - Janet McVittie: Decolonizing Environmental Education for Different Contexts and Nations - Zuzana Morog: A Global Assemblage - Vince Anderson: Integrating Social and Ecological Justice Inquiry - Sky McKenzie: Water Deep - Kathryn Riley: Mutually Entangled Futures in/for Environmental Education - Araceli Leon Torrijos: Ahora Adentro - Marcelo Gules Borges: Decolonial Pedagogy, Agroecology, and Environmental Education: Repositioning Science Education in Rural Teacher Education in Brazil - Alice Johnston: Taking Learning Outside - Kylie Clarke: Walking Gently ... Through a Cultural Lens ... - Roseann Kerr: Decolonizing Education for Sustainable Development - John B. Acharibasam: Decolonizing Environmental Education in Ghana - Elsa McKenzie: Earth Sorrow - Janet McVittie/Marcelo Gules Borges: Naturalized Places, Indigenous Epistemology, and Learning to Value - Ranjan Datta: Environmental Education through Indigenous Land-Based Learning - Julio Karpen: Escolas Marginalizadas e Educação Ambiental/Marginalized Schools and Environmental Education - Kai Orca: "From the Stars in the Sky to the Fish in the Sea" - Epilogue - About the Authors - Index.
SynopsisThe authors in this book take up decolonizing methodologiesthat expand across theories of Indigenous Knowledges (IK), Traditional Ecological Knowledges (TEK), two-eyed seeing, hybridity, and posthumanism., As Dominant Western Worldviews (DWWs) proliferate through ongoing structures of globalization, neoliberalism, extractive capitalism, and colonialism, they inevitably marginalize those deemed as 'Other' (Indigenous, Black, Minority Ethnic, non-Western communities and non-human 'Others', including animals, plants, technologies, and energies). Environmental Education (EE) is well-positioned to trouble and minimize the harmful human impacts on social and ecological systems, yet the field is susceptible to how DWWs constrain and discipline what counts as viable knowledge, with a consequence of this being the loss of situated knowledges. To understand the relationships between DWW and situated knowledges and to thread an assemblage of ontological views that exist in unique contexts and nations, authors in this book take up decolonizing methodologies that expand across theories of Indigenous Knowledges (IK), Traditional Ecological Knowledges (TEK), two-eyed seeing, hybridity, and posthumanism. As EE opens to emplaced and situated socio-cultural and material stories, it opens to opportunities to attend more meaningfully to planetary social and ecological crisis narratives through contingent, contextualised, and relevant actions.
LC Classification NumberGE70.M39 2022
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