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ERIC Number: EJ1102225
Record Type: Journal
Publication Date: 2016-Jun
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1871-1502
EISSN: N/A
Narratives of Dynamic Lands: Science Education, Indigenous Knowledge and Possible Futures
McGinty, Megan; Bang, Megan
Cultural Studies of Science Education, v11 n2 p471-475 Jun 2016
We aim to share some of our work currently focused on understanding and unearthing the multiplicities of ways the denial of culture in relation to science and knowledge construction is embedded in issues of climate change and climate change education. The issues become more troubling when we consider how effects of climate change are manifesting locally in ways that force shifts in Indigenous ways of living while simultaneously nation-states seem to think that continued or increased control of Indigenous practice is warranted. For us, taking the implications of such approaches seriously requires significant consideration of how climate education impacts Indigenous learners and whether learning western climate science is indeed part of making real change important. In our work we have focused on the ways in which settler-colonialism and the resultant racialized hierarchies permeate science education and contribute to an expectation of human entitlement to land and a notion of land permanence. [This paper responds to issues raised in Robert Bechtel's "Oral Narratives: Reconceptualising the Turbulence between Indigenous Perspectives and Eurocentric Scientific Views" (EJ1102220).]
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A