Cultural Studies and Environmentalism: The Confluence of EcoJustice, Place-based (Science) Education, and Indigenous Knowledge Systems

As the first book to explore the confluence of three emerging yet critical fields of study, this work sets an exacting standard. The editors’ aim was to produce the most authoritative guide for ecojustice, place-based education, and indigenous knowledge in education. Aimed at a wide audience that includes, but is not restricted to, science educators and policymakers, Cultural S...

(展开全部)

As the first book to explore the confluence of three emerging yet critical fields of study, this work sets an exacting standard. The editors’ aim was to produce the most authoritative guide for ecojustice, place-based education, and indigenous knowledge in education. Aimed at a wide audience that includes, but is not restricted to, science educators and policymakers, Cultural Studies and Environmentalism starts from the premise that schooling is a small part of the larger educational domain in which we live and learn. Informed by this overarching notion, the book opens up ways in which home-grown talents, narratives, and knowledge can be developed, and eco-region awareness and global relationships can be facilitated. Incorporating a diversity of perspectives that include photography, poetry and visual art, the work provides a nuanced lens for evaluating educational problems and community conditions while protecting and conserving the most threatened and vulnerable narratives. Editors and contributors share the view that the impending loss of these narratives should be discussed much more widely than is currently the case, and that both teachers and children can take on some of the responsibility for their preservation. The relevance of ecojustice to this process is clear. Ecojustice philosophy is a way of learning about how we frame, or perceive, the world around us―and why that matters. Although it is not synonymous with social or environmental justice, the priorities of ecojustice span the globe in the same way. It incorporates a deep recognition of the appropriateness and significance of learning from place-based experiences and indigenous knowledge systems rather than depending on some urgent “ecological crises” to advocate for school and societal change. With a multiplicity of diverse voices coming together to explore its key themes, this book is an important starting point for educators in many arenas. It brings into better focus a vital role for the Earth’s ecosystems in the context of ecosociocultural theory and participatory democracy alike. “Encompassing theoretical, empirical, and experiential standpoints concerning place-based knowledge systems, this unique book argues for a transformation of (science) education’s intellectual tradition of thinking that emphasizes individual cognition. In its place, the book offers a wisdom tradition of thinking, living, and being that emphasizes community survival in harmony within itself and with Mother Earth.” Glen Aikenhead

Mike is a professor of secondary education with expertise in environmental and science education in the College of Education at the University of Alaska Anchorage. His philosophy focuses on how privileged cultural thinking frames our relationships with others, including nonhuman species and physical environments. He works with teachers to understand the significance of cultural...

(展开全部)

Mike is a professor of secondary education with expertise in environmental and science education in the College of Education at the University of Alaska Anchorage. His philosophy focuses on how privileged cultural thinking frames our relationships with others, including nonhuman species and physical environments. He works with teachers to understand the significance of cultural diversity, biodiversity, and nature's harmony.

1 The Need for Confluence: Why a “River” Runs Through It............... 1
Deborah J. Tippins and Michael P. Mueller
Part I EcoJustice
2 Nurturing Morally Defensible Environmentalism................................ 7
Michael P. Mueller and Deborah J. Tippins
3 EcoJustice Education for Science Educators......................................... 11
· · · · · · (更多)

1 The Need for Confluence: Why a “River” Runs Through It............... 1
Deborah J. Tippins and Michael P. Mueller
Part I EcoJustice
2 Nurturing Morally Defensible Environmentalism................................ 7
Michael P. Mueller and Deborah J. Tippins
3 EcoJustice Education for Science Educators......................................... 11
Rebecca A. Martusewicz, John Lupinacci, and Gary Schnakenberg
4 Toward Awakening Consciousness:
A Response to EcoJustice Education and Science Education.............. 29
Michael L. Bentley
5 Invoking the Sacred: Reflections on the Implications
of Ecojustice for Science Education....................................................... 43
Maria S. Rivera Maulucci
6 Local Matters, EcoJustice, and Community......................................... 51
Wolff-Michael Roth
7 Engaging the Environment: Relationships of Demography,
EcoJustice, and Science Teacher Education in Response
to Wolff-Michael Roth............................................................................. 83
Kurt Love, Teddie Phillipson Mower, and Peter Veronesi
8 Moral–Ethical Character and Science Education:
EcoJustice Ethics Through Socioscientific Issues (SSI)........................ 105
Michael P. Mueller and Dana L. Zeidler
9 What’s Wrong with Genetic Engineering? Ethics,
Socioscientific Issues, and Education..................................................... 129
Bradley D. Rowe
10 Action-Based Science Instruction: Service-Learning,
Stewardship, and Civic Involvement...................................................... 137
Jennifer Ponder and Amy Cox-Peterson
11 Developing a Sustainable Agricultural Curriculum in Malawi:
Reconciling a Colonial Legacy with Indigenous Knowledge
and Practices............................................................................................. 151
George E. Glasson
12 When Elephants Fight, It Is the Grass That Suffers............................ 165
Norman Thomson
13 Working for Change: Reflections on the Issue
of Sustainability and Social Change....................................................... 171
Ajay Sharma
14 Questions for Copenhagen: EcoJustice Perspectives
and Summary........................................................................................... 181
Deborah J. Tippins and Michael P. Mueller
Part II Place-Based (Science) Education
15 Place-Based (Science) Education:
Something Is Happening Here................................................................ 187
Michiel van Eijck
16 Educating-Within-Place: Care, Citizen Science,
and EcoJustice.......................................................................................... 193
Doug Karrow and Xavier Fazio
17 Invoking the Ontological Realm of Place:
A Dialogic Response................................................................................. 215
Jennifer D. Adams, Sheliza Ibrahim, and Miyoun Lim
18 A Case Study of David, a Native Hawaiian Science Teacher:
Cultural Historical Activity Theory and Implications
for Teacher Education............................................................................. 229
Pauline W.U. Chinn and David D. Maika‘i Hana‘ike
19 Deconstructing Chinn and Hana’ike: Pedagogy
Through an Indigenous Lens.................................................................. 247
Suzanne L. Stewart
20 Critical Pedagogy of Place: A Framework
for Understanding Relationships Between People
in (Contested) Shared Places................................................................... 257
Sonya N. Martin
21 River Advocacy: Valuing Complex Systems
as the Groundwork for River Relationships.......................................... 269
Tina Williams Pagan
22 Bringing the Invisible to Light: Art as Places for Advocacy................ 275
Jamie Calkin
23 River Advocacy as a Case of/for Novelizing Discourse
in Science Education................................................................................ 281
Michiel van Eijck
24 Implications of Sense of Place and Place-Based
Education for Ecological Integrity and Cultural
Sustainability in Diverse Places.............................................................. 287
Steven Semken and Elizabeth Brandt
25 Responding to Place................................................................................. 303
David B. Zandvliet
26 Envisioning Polysemicity: Generating Insights
into the Complexity of Place-Based Research
Within Contested Spaces......................................................................... 315
Christina A. Siry
27 Place-Based Education as a Call from/for Action................................. 323
Michiel van Eijck
Part III Indigenous Knowledge Systems
28 One Hundred Ways to Use a Coconut.................................................... 331
Jennifer D. Adams
29 Traditional Ecological Knowledge, Border
Theory and Justice................................................................................... 337
Lyn Carter and Nicolas Walker
30 Considering the Consequences of Hybridity:
Protecting Traditional Ecological Knowledge from Predation............ 349
Deborah J. Tippins, June George, and Stacey Britton
31 On Critical Thinking, Indigenous Knowledge
and Raisins Floating in Soda Water....................................................... 357
Christopher Darius Stonebanks
32 Rethinking Models of Collaboration in Critical Pedagogy:
A Response to Stonebanks ..................................................................... 377
Cory Buxton and Eugene F. Provenzo, Jr.
33 “What Is Ours and What Is Not Ours?”: Inclusive
Imaginings of Contextualised Mathematics
Teacher Education................................................................................... 385
Bal Chandra Luitel and Peter Charles Taylor
34 Responding to Glocalisation and Foundationalism
in Science and Math................................................................................. 409
Dawn Sutherland and Denise Henning
35 Australian Torres Strait Islander Students Negotiate
Learning Secondary School Science in Standard
Australian English: A Tentative Case for Also Teaching
and Assessing in Creole........................................................................... 415
Philemon Chigeza and Hilary Whitehouse
36 Are We Creating the Achievement Gap? Examining
How Deficit Mentalities Influence Indigenous
Science Curriculum Choices................................................................... 439
Jennifer Lance Atkinson
37 Indigenous Stories: Knowledge Is Sometimes
Where You Least Expect to Find It........................................................ 447
Lauren Waukau-Villagomez and Curry S. Malott
38 Ways to a Waterhole................................................................................ 455
Jennifer D. Adams
39 Ecodemocracy and School Science: How Projects
of Confluence Guide the Development
of the Ecosociocultural............................................................................ 461
Michael P. Mueller and Deborah J. Tippins
Name Index....................................................................................................... 481
Subject Index.................................................................................................... 489
· · · · · · (收起)