A Critical Ecohermeneutic Approach to Education
chapter eight—re-indigenization & the ethics of home-making
re-indigenization & the ethics of home-making
If the root metaphors of modernism—individualism, anthropocentrism, faith in progress—help us understand the ideological origins of pre-ecological thinking, the cultural construct of “colonization” can help us to understand how those assumptions have been expressed in geopolitical practices that impact people and places everywhere. If cultural studies in education are to be rooted in historical and geographical reality, they need somehow to confront the fact that underneath the story of progress and economic development (which undergirds the story of schooling) is the story of colonization. (Greenwood, 2013, p. 285)
“If this is your land,” he asked, “where are your stories?” (Gitksan elder as cited in Chamberlin, 2003, p. 1)
In chapter four we briefly touched on the work of Andrejs Kulnieks, Dan Roronhiake:wen Longboat, and Kelly Young (2010) to get a sense of some of the possible features of an ecohermeneutic curriculum on the ground. In this chapter I would like to return to that curricular vision to parse out some of the specifics and reconsider what it means to conceive of ecohermeneutics as “re-indigenization” in a colonial state. Some of the key curricular features we will address are: connection to an “ecojustice framework,” the ecological significance of oral traditions and Indigenous ways of knowing, and the cultivation of a deep and storied relation with place. Following this overview we will examine the threat of colonial appropriation of “re-indigenization” in light of,...
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