Journal ArticleDOI
Looking for learning in all the wrong places: urban Native youths’ cultured response to Western-oriented place-based learning
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For Indigenous youth growing up in today's Canadian cities, summer, non-formal learning programs developed around outdoor and/or environmental education themes offer the chance for reconnecting with ancestral territories as mentioned in this paper.Abstract:
For Indigenous youth growing up in today’s Canadian cities, summer, non-formal learning programs developed around outdoor and/or environmental education themes offer the chance for reconnecting with ancestral territories. While tenable, few interpretive studies focus on youths’ engagement with such learning. This paper offers an analysis of the effects of one such program, in the process examining how discourses of primitivism and authenticity in place-based learning practice (emphasizing Western-oriented outdoor and environmental education) serve to challenge rather than benefit urban Native youth. Instead of interpreting youths’ response as a direct affront to the hegemony of Western education, I make the case for seeing this in connection with a long history of resistance to assimilating practices and in keeping with Cree traditions of orality. Through their actions in the process of learning, these youth contribute something vital to contemporary place-making and a growing Indigenous resurgence on the...read more
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Decolonization is not a metaphor
Eve Tuck,K. Wayne Yang +1 more
TL;DR: The authors analyze multiple settler moves towards innocence in order to forward an ethic of incommensurability that recognizes what is distinct and what is sovereign for project(s) of decolonization in relation to human and civil rights based social justice projects, and point to unsettling themes within transnational/Third World decolonizations, abolition, and critical space-place pedagogies, which challenge the coalescence of social justice endeavors, making room for more meaningful potential alliances.
Journal ArticleDOI
Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research
TL;DR: Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research as mentioned in this paper is a special issue of Environmental Education Research, which introduces the importance of land education.
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Muskrat theories, tobacco in the streets, and living Chicago as Indigenous land
TL;DR: In this paper, the authors explore the ways in which settler colonialism is entrenched and reified in educational environments and explore lessons learned from an urban Indigenous land-based education project.
Journal ArticleDOI
A Ghetto Land Pedagogy: An Antidote for Settler Environmentalism.
TL;DR: A ghetto land pedagogy as mentioned in this paper argues that ghetto colonialism is a specialization of settler colonialism and that land justice requires decolonization, not just environmental justice, and proposes a decolonizing cartography as a method for land education, illustrated through a discussion of land in the San Francisco Bay Area.
References
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Book
Learning to Labor: How Working-Class Kids Get Working-Class Jobs
TL;DR: The role of ideology in cultural forms and social reproduction has been studied in this paper, where the authors propose a theory of cultural forms, including power, culture, class and institution.
Book
Subculture: The Meaning of Style
TL;DR: Hebdige's Subculture: The Meaning of Style as discussed by the authors is an attempt to subject the various youth-protest movements of Britain in the last 15 years to the sort of Marxist, structuralist, semiotic analytical techniques propagated by, above all, Roland Barthes.
Book
Linguistic Genocide in Education--Or Worldwide Diversity and Human Rights?
TL;DR: In this paper, the authors discuss the connections between Biodiversity and Linguistic and Cultural Diversity, and advocate for Linguistically Human Rights in Education. But they do not discuss the role of the state in this process.