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From Bricolage to Métissage

Rethinking Intercultural Approaches to Indigenous Environmental Education and Research

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Gregory Lowan-Trudeau

Rethinking Intercultural Approaches to Indigenous Environmental Education and Research arose from a physical and philosophical journey that critically considered the relationship between Western, Indigenous, and other culturally rooted ecological knowledge systems and philosophies. This book shares two related studies that explored the life histories, cultural, and ecological identities and pedagogical experiences of Indigenous, non-Indigenous, and recently arrived educators and learners from across Canada. A variety of socio-ecological concepts including bricolage, métissage, Two-Eyed Seeing, and the Third Space are employed to (re-) frame discussions of historical and contemporary understandings of interpretive and Indigenous research methodologies, Métis cultures and identities, Canadian ecological identity, intercultural science and environmental education, «wicked problems», contemporary disputes over land and natural resource management, and related activism.
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Acknowledgements

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First and foremost I would like to acknowledge the ongoing support and encouragement of my family. I am grateful to you all for your encouragement and guidance. Thank you. Merci. Wela’lin.

I would also like to recognize and extend deep gratitude to the participants in both studies for their generous insights.

The staff and faculty of the University of Calgary’s Werklund School of Education also deserve great appreciation, most especially my doctoral supervisor, Dr. Gail Jardine, for her unwavering commitment and dedication to facilitating my research journey. Many thanks also to my doctoral supervisory committee that involved, at different stages, Dr. Ann Sherman, the late Dr. Jeff Jacob, Dr. Cecille DePass, and Dr. Sylvie Roy. Thank you all for your support, encouragement, and adaptability. Thanks also to the external examiners of my doctoral dissertation, Dr. Cynthia Chambers and Dr. Mishka Lysack.

Warm thanks also to the staff and faculty of Lakehead University’s Faculty of Education for providing me with a physical, intellectual, and existential home-away-from-home during the last two years of my doctoral studies. Special thanks especially to Dr. Connie Russell and Dr. Bob Jickling for your ongoing insight, encouragement, and friendship. Thanks also to Dr. Russell ← ix | x → and Dr. Justin Dillon for inviting me to contribute to this series and for your excellent editorial support.

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