000			03559nam a22003975i 4500
001			978-94-6209-293-8
003			DE-He213
005			20140220082946.0
007			cr nn 008mamaa
008			130609s2013 ne | s |||| 0|eng d
020			_a9789462092938 _9978-94-6209-293-8
024	7		_a10.1007/978-94-6209-293-8 _2doi
050		4	_aL1-991
072		7	_aJN _2bicssc
072		7	_aEDU000000 _2bisacsh
082	0	4	_a370 _223
100	1		_aKulnieks, Andrejs. _eeditor.
245	1	0	_aContemporary Studies in Environmental and Indigenous Pedagogies _h[electronic resource] : _bA Curricula of Stories and Place / _cedited by Andrejs Kulnieks, Dan Roronhiakewen Longboat, Kelly Young.
264		1	_aRotterdam : _bSensePublishers : _bImprint: SensePublishers, _c2013.
300			_aVIII, 314 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
520			_aContemporary Studies in Environmental and Indigenous Pedagogies: A Curricula of Stories and Place. Our book is a compilation of the work of experienced educational researchers and practitioners, all of whom currently work in educational settings across North America. Contributors bring to this discussion, an enriched view of diverse ecological perspectives regarding when and how contemporary environmental and Indigenous curriculum figures into the experiences of curricular theories and practices. This work brings together theorists that inform a cultural ecological analysis of the environmental crisis by exploring the ways in which language informs ways of knowing and being as they outline how metaphor plays a major role in human relationships with natural and reconstructed environments. This book will be of interest to educational researchers and practitioners who will find the text important for envisioning education as an endeavour that situates learning in relation to and informed by an Indigenous Environmental Studies and Eco-justice Education frameworks. This integrated collection of theory and practice of environmental and Indigenous education is an essential tool for researchers, graduate and undergraduate students in faculties of education, environmental studies, social studies, multicultural education, curriculum theory and methods, global and comparative education, and women’s studies. Moreover, this work documents methods of developing ways of implementing Indigenous and Environmental Studies in classrooms and local communities through a framework that espouses an eco-ethical consciousness. The proposed book is unique in that it offers a wide variety of perspectives, inviting the reader to engage in a broader conversation about the multiple dimensions of the relationship between ecology, language, culture, and education in relation to the cultural roots of the environmental crisis that brings into focus the local and global commons, language and identity, and environmental justice through pedagogical approaches by faculty across North America who are actively teaching and researching in this burgeoning field.
650		0	_aEducation.
650	1	4	_aEducation.
650	2	4	_aEducation (general).
700	1		_aLongboat, Dan Roronhiakewen. _eeditor.
700	1		_aYoung, Kelly. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
856	4	0	_uhttp://dx.doi.org/10.1007/978-94-6209-293-8
912			_aZDB-2-SHU
999			_c100093 _d100093