Rethinking Intercultural Approaches to Indigenous Environmental Education and Research
Chapter 7: Implications for Environmental Education in Canada and Beyond
. 7 . implications for environmental education in canada and beyond Throughout both my doctoral and the subsequent pilot study I questioned how approaches such as ecological métissage, Two- and Three-Eyed Seeing, Integrative Science, and other similar concepts might reshape environmental education in Canada and beyond. My initial response is that it has already begun. For example, along with the growth of intercultural environmental ed- ucation programs such as those described in Chapter Four, a number of confer- ences and journal issues (e.g., Korteweg & Russell, 2012; Tuck, McKenzie, & McCoy, 2014; Wildcat, McDonald, Irlbacher-Fox, & Coulthard, 2014) over the past few years have focused on the concepts examined in this study. These kinds of developments provide me with great hope for the future. So, based on this growth and the experiences and perspectives shared by the participants in these two related studies, how might we be re-shaping environmental education in Canada? Also, what effect might our efforts have on Canadian society in general? In the following I address these questions through discussion of key findings from these two studies. Topics discussed include moving from abstract notions of Aboriginal peoples to authentic en- gagement and partnerships, re-imagining student-teacher relationships, Ca- nadian cultural and ecological identity, and the role of educators in addressing 112 rethinking intercultural approaches “wicked” contemporary socio-ecological problems (Vink, Dewulf, & Termeer, 2013). From Abstract Notions to Authentic Engagement I was very inspired by one trend that emerged in interviews with several of the Euro-Canadian participants in both my doctoral and follow-up pilot...
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