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From Bricolage to Métissage

Rethinking Intercultural Approaches to Indigenous Environmental Education and Research


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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Modified excerpts from the following publications are gratefully reproduced here with permission:

Lowan-Trudeau, G. (under review). Three-eyed seeing? Considering Indigenous ecological knowledge in culturally complex contexts. Alberta Science Education Journal.

Lowan-Trudeau, G. (in press). Indigenous environmental education in North America and beyond. In C. Russell, J. Dillon & M. Breunig (Eds.). Environmental Education Reader. New York: Peter Lang.

Lowan-Trudeau, G. (2013). Indigenous environmental education research in North America: A brief review. In R. Stevenson, M. Brody, J. Dillon & A.E.J. Wals (Eds.), International handbook of research on environmental education (pp. 404–408). New York: Routledge & The American Educational Research Association.

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