Rethinking Intercultural Approaches to Indigenous Environmental Education and Research
Chapter 8: Final Thoughts & Future Directions
. 8 . final thoughts & future directions As I came to the end of this research journey, I found myself pondering its significance; how does it relate to and/or depart from the literature, concepts, and participants perspectives presented in previous chapters? How is it unique? And what have I found or experienced that contributes fresh perspectives, understanding, and new directions to the field of intercultural environmental education? Engaging Wicked Problems through Education Vink, Dewulf and Termeer (2013) define “wicked problems” as those “which cannot be precisely formulated or solved, because of widely diverging problem formulations and vested interests” (p. 45). They note that considering and ad- dressing wicked problems such as climate change adaption is one of the most pressing and confounding challenges of our time. Pedagogical models that promote the participation of multiple stakehold- ers to consider and address wicked environmental problems, such as Two- or Three-Eyed Seeing and ecological métissage, hold great promise as they allow for the contribution of Western, Indigenous, and other culturally rooted un- derstandings from around the globe. As science and environmental educators, 126 rethinking intercultural approaches we can support this shift away from decision-making based exclusively on Western science by fostering critical and collaborative pedagogical settings that honour and welcome the culturally rooted knowledge and perspectives of all of our students (Carter, 2011; Ferkany & Whyte, 2012). Ensuring exposure, links to, and critical consideration of contemporary wicked problems such as climate change and current disputes over Indigenous land rights and resource development across Canada and,...
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