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Cultural Studies and Environmentalism : The Confluence of EcoJustice, Place-based (Science) Education, and Indigenous Knowledge Systems - Deborah J. Tippins

Cultural Studies and Environmentalism

The Confluence of EcoJustice, Place-based (Science) Education, and Indigenous Knowledge Systems

By: Deborah J. Tippins (Editor), Michael P. Mueller (Editor), Michiel van Eijck (Editor), Jennifer D. Adams (Editor)

Hardcover Published: 29th August 2010
ISBN: 9789048139286
Number Of Pages: 496

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As the first book to explore the confluence of three emerging yet critical fields of study, this work sets an exacting standard. The editors' aim was to produce the most authoritative guide for ecojustice, place-based education, and indigenous knowledge in education. Aimed at a wide audience that includes, but is not restricted to, science educators and policymakers, Cultural Studies and Environmentalism starts from the premise that schooling is a small part of the larger educational domain in which we live and learn. Informed by this overarching notion, the book opens up ways in which home-grown talents, narratives, and knowledge can be developed, and eco-region awareness and global relationships can be facilitated. Incorporating a diversity of perspectives that include photography, poetry and visual art, the work provides a nuanced lens for evaluating educational problems and community conditions while protecting and conserving the most threatened and vulnerable narratives. Editors and contributors share the view that the impending loss of these narratives should be discussed much more widely than is currently the case, and that both teachers and children can take on some of the responsibility for their preservation.

The relevance of ecojustice to this process is clear. Ecojustice philosophy is a way of learning about how we frame, or perceive, the world around us-and why that matters. Although it is not synonymous with social or environmental justice, the priorities of ecojustice span the globe in the same way. It incorporates a deep recognition of the appropriateness and significance of learning from place-based experiences and indigenous knowledge systems rather than depending on some urgent "ecological crises" to advocate for school and societal change. With a multiplicity of diverse voices coming together to explore its key themes, this book is an important starting point for educators in many arenas. It brings into better focus a vital role for the Earth's ecosystems in the context of ecosociocultural theory and participatory democracy alike.

"Encompassing theoretical, empirical, and experiential standpoints concerning place-based knowledge systems, this unique book argues for a transformation of (science) education's intellectual tradition of thinking that emphasizes individual cognition. In its place, the book offers a wisdom tradition of thinking, living, and being that emphasizes community survival in harmony within itself and with Mother Earth." Glen Aikenhead

The Need of Confluence: Why a ôRiverö Runs Through Itp. 1
EcoJustice
Nurturing Morally Defensible Environmentalismp. 7
EcoJustice Education for Science Educatorsp. 11
Toward Awakening Consciousness: A Response to EcoJustice Education and Science Educationp. 29
Invoking the Sacred: Reflections on the Implications of Ecojustice for Science Educationp. 43
Local matters, EcoJustice, and Communityp. 51
Engaging the Environment: Relationships of Demography, EcoJustice, and Science Teacher Education in Response to Wolff-Michael Rothp. 83
Moral-Ethical Character and Science Education: EcoJustice Ethics Through Socioscientific Issues (SSI)p. 105
What's Wrong with Genetic Engineering? Ethics, Socioscientific Issues, and Educationp. 129
Action-Based Science Instruction: Service-Learning, Stewardship, and Civic Involvementp. 137
Developing a Sustainable Agricultural Curriculum in Malawi: Reconciling a Colonial Legacy with Indigenous Knowledge and Practicesp. 151
When Elephants Fight, It Is the Grass That Suffersp. 165
Working for Change: Reflections on the Issue of Sustainability and Social Changep. 171
Questions for Copenhagen: EcoJustice Perspectives and Summaryp. 181
Place-Based (Science) Education
Place-Based (Science) Education: Something Is Happening Herep. 187
Educating-Within-Place: Care, Citizen Science, and EcoJusticep. 193
Invoking the Ontological Realm of Place: A Dialogic Responsep. 215
A Case Study of David, a Native Hawaiian Science Teacher: Cultural Historical Activity Theory and Implications for Teacher Educationp. 229
Deconstructing Chinn and Hana'ike Pedagogy Through an Indigenous Lensp. 247
Critical Pedagogy of Place: A Framework for Understanding Relationships Between People in (Contested) Shared Placesp. 257
River Advocacy: Valuing Complex Systems as the Groundwork for River Relationshipsp. 269
Bringing the Invisible to Light: Art as Places for Advocacyp. 275
River Advocacy as a Case of/for Novelizing Discourse in Science Educationp. 281
Implications of Sense of Place and Place-Based Education for Ecological Integrity and Cultural Sustainability in Diverse Placesp. 287
Responding to Placep. 303
Envisioning Polysemicity: Generating Insights into the Complexity of Place-Based Research Within Contested Spacesp. 315
Place-Based Education as a Call from/for Actionp. 323
Indigenous Knowledge Systems
One Hundred Ways to Use a Coconutp. 331
Traditional Ecological Knowledge, Border Theory and Justicep. 337
Considering the Consequences of Hybridity: Protecting Traditional Ecological Knowledge from Predationp. 349
On Critical Thinking, Indigenous Knowledge and Raisins Floating in Soda Waterp. 357
Rethinking Models of Collaboration in Critical Pedagogy: A Response to Stonebanksp. 377
ôWhat Is Ours and What Is Not Ours?ö: Inclusive Imaginings of Contextualised Mathematics Teacher Educationp. 385
Responding to Glocalisation and Foundationalism in Science and Mathp. 409
Australian Torres Strait Islander Students Negotiate Learning Secondary School Science in Standard Australian English: A Tentative Case for Also Teaching and Assessing in Creolep. 415
Are We Creating the Achievements Gap? Examining How Deficit Mentalities Influence Indigenous Science Curriculum Choicesp. 439
Indigenous Stories: Knowledge Is Sometimes Where You Least Expect to Find Itp. 447
Way to a Waterholep. 455
Ecodemocracy and School Science: How Projects of Confluence Guide the Development of the Ecosocioculturalp. 461
Name Indexp. 481
Subject Indexp. 489
Table of Contents provided by Ingram. All Rights Reserved.

ISBN: 9789048139286
ISBN-10: 9048139287
Series: Cultural Studies of Science Education
Audience: Professional
Format: Hardcover
Language: English
Number Of Pages: 496
Published: 29th August 2010
Publisher: Springer
Country of Publication: NL
Dimensions (cm): 23.5 x 15.5  x 2.87
Weight (kg): 2.0