NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1218517
Record Type: Journal
Publication Date: 2019-Jun
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1871-1502
EISSN: N/A
Relational Epistemologies in Land-Based Learning Environments: Reasoning about Ecological Systems and Spatial Indexing in Motion
Pugh, Priya; McGinty, Megan; Bang, Megan
Cultural Studies of Science Education, v14 n2 p425-448 Jun 2019
Social and cultural practices in learning settings are sites for leveraging and/or remediating sustainable and just conceptions of nature-culture relations to meet changing environmental demands of twenty-first century. In this study, we examine epistemic navigation among Indigenous youth in an outdoor, land based, STEAM (science, education, arts, math, and science) camp which not only leveraged nature-culture relations as part of critical engagement with socio-ecological systems, but also as a site for Indigenous resurgence and well-being in learning spaces. We take a microethnographic (Gee and Green in Rev Res Educ 23:119-169, 1998. https://doi.org/10.2307/1167289) approach to examine sense-making among three youth while engaged in a walking activity in which they were asked to embody a plant as part of cultural practices of reading the land. We found that the micro-practice of spatial indexing dynamically mediated sense-making about ecological systems as participants coordinated attention and observations between humans and more-than-human kinds. This form of sense making reflected both cultural and historical experiences, which students leveraged in their understandings of complex socio-ecological systems.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A