From reticence to resistance: understanding educators’ engagement with indigenous environmental issues in Canada

Lowan-Trudeau, Gregory

doi:10.1080/13504622.2017.1422114

Cited by 10 publications

(4 citation statements)

References 19 publications

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“…One place to start is by developing inclusive principles of community within groups. However, it is also vital to directly address JEDI issues within ecology, such as the relationship between Indigenous knowledge and Western modern science (Diver, 2017, Lowan‐Trudeau, 2018), and the often racist, sexist, and otherwise exclusionary principles that ecology and biology are founded upon. For example, Bateman’s principles of sexual selection are based upon poor quality research that was biased by Victorian‐era cultural norms rather than experimental data (Tang‐Martínez 2016, Hoquet et al 2020).…”

Section: Moving Into the Futurementioning

confidence: 99%

Human Dimensions: Journey and Future of the Inclusive Ecology Section

Casper

Rubert‐Nason

Recart

et al. 2021

Bulletin Ecologic Soc America

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Section: Moving Into the Futurementioning

confidence: 99%

Human Dimensions: Journey and Future of the Inclusive Ecology Section

Casper

Rubert‐Nason

Recart

et al. 2021

Bulletin Ecologic Soc America

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“…It is worth noting that a significant amount of research which speaks of environmental concern in response to climate crisis and/or impacts related to colonization (Golden et al, 2015;Hoover, 2013;Harper et al, 2012;Lowan-Trudeau, 2017;Lowan-Trudeau, 2019, Tobias & Richmond, 2014. This dynamic will be referred to throughout this paper as I review the ways which environmental rights and traditional Indigenous knowledges may now be connected with the environmental movement and environmental justice 4 .…”

Section: Environmental Violence/racism and Dispossession On Turtle Islandmentioning

confidence: 99%

A Journey of Learning: Relations With the Land, Environmental Violence and Dispossession and Decolonizing Social Work

Anderson¹

2021

Preprint

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For the purposes of this Major Research Paper (MRP), I have chosen to situate my project in a position of intentional engagement with attempts to challenge settler colonialism. Toward this goal, I attempt to engage in learning about ways in which social work can engage in intentions of decolonizing. As a woman of mixed ancestry – both of settler and Haudenosaunee background – this MRP uses the Petal Flower Framework (Absolon, 2011) to support the process of learning of relations with Creation (the natural environment), with consideration of social work practice, and the ongoing systems which perpetuate violence against the environment. The journey involved in this process has included intentional thought in attempt to learn from Indigenous authors as I strive to decolonize my personal and professional journeys.

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“…approach. This lesson and activities were informed by the instructor's consultation of Indigenous faculty, attendance at multiple professional development conferences presentations hosted by Indigenous educators, as well as selected articles and reports (e.g., Indigenous Land-Based Learning, 2020; Lorusso et al, 2014;Lowan-Trudeau, 2019;Middlemiss, 2018;Mowatt et al, 2020;Redvers, 2020). The instructor went through a PowerPoint presentation over Zoom and facilitated students participating in a variety of traditional Indigenous activities outside (e.g., a stick catch game, Ring and Pin) and then returning to the screen to discuss them.…”

Section: Respectfully Embedding Phe With Indigenous Contributions And...mentioning

confidence: 99%

Incorporating Nature-based Physical Activity in Physical and Health Education

Gruno

Gibbons

2020

Journal of Physical Education, Recreation & Dance

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The overall aim of this dissertation was to better understand the learning and teaching of NBPA in PHE experiences for teachers and adolescent students. A secondary aim was to better understand the learning and teaching cycle for NBPA reform in PHE. To achieve these aims, I conducted three interrelated studies that explored: (a) how pre-service teachers learn to teach NBPA in PHE, (b) in-service educators' perspectives on learning and teaching NBPA, and (c) adolescent student experiences with NBPAs in and beyond PHE. These three studies explored the learning cycle from pre-service instruction, to in-service professional development, to, finally, the impact on the students' learning. Individual findings are discussed in each of the three studies, and two overarching themes are discussed as findings for the overall body of research: (a) NBPA as a conduit for place-and land-based education; and (b) NBPA as an effective form of PHE reform. iv Table of ContentsSupervisory Committee .

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From reticence to resistance: understanding educators’ engagement with indigenous environmental issues in Canada

Cited by 10 publications

References 19 publications

Human Dimensions: Journey and Future of the Inclusive Ecology Section

Human Dimensions: Journey and Future of the Inclusive Ecology Section

A Journey of Learning: Relations With the Land, Environmental Violence and Dispossession and Decolonizing Social Work

Incorporating Nature-based Physical Activity in Physical and Health Education

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