Teaching through toponymy: Using indigenous place-names in outdoor science camps.

Heikkila, Karen Ann

doi:10.24124/2007/bpgub483

Cited by 8 publications

(9 citation statements)

References 14 publications

(29 reference statements)

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“…Many historical studies have been focused on street names (odonyms) (e.g. Badariotti, 2002;Light et al, 2003;Heikkila, 2007;Nicolae, 2010) and river and stream names (hydronyms) (e.g. Llamazares, 1988Llamazares, /1989Campbell, 1991;Kitson, 1996;King, 2008;Hudson, 2013).…”

Section: Introductionmentioning

confidence: 99%

Coupling Hydrotoponymy and GIS Cartography: A Case Study of Hydrohistorical Issues in Urban Groundwater Systems, Porto, NW Portugal

Freitas

Afonso

Dévy-Vareta

et al. 2013

Geographical Research

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The aim of this multidisciplinary study is to retrospectively examine hydrohistorical issues, namely hydrogeographic, hydrotoponymical and hydrogeological features, in order to assess the evolution of the Porto urban groundwater system (NW Portugal). To achieve these goals, the comparison of two main field inventories in a large urban region was performed by (i) historical mapping of sources and groundwater data from scientific reports spanning the late 17th century to the early 20th; and (ii) hydrogeologic and hydrotoponymical field inventory performed under current conditions. These field inventories permitted the location of springs, dug wells, fountains, public washing places and underground water galleries, which collected groundwater to supply the population of Porto until the early 20th century. This study also allowed the development of a hydrotoponymical classification for urban areas and a field hydrotoponymical inventory data sheet. This research integrated several techniques based on historical hydrogeography, hydrogeology and urban geosciences. The results of the field inventories were combined into both a database and a Geographical Information System (GIS) platform. This unified methodology allowed a cross‐check and analysis of several levels of information, namely hydrotoponymy, hydroclimatology, hydrogeology, structural geology and geomorphology. This perspective led to an assessment of the evolution of the quality of water resources in large urban areas over time. In addition, the role of hydrotoponymical features is presented in order to support the hydrogeological conceptual model for large urbanised areas.

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Section: Introductionmentioning

confidence: 99%

Coupling Hydrotoponymy and GIS Cartography: A Case Study of Hydrohistorical Issues in Urban Groundwater Systems, Porto, NW Portugal

Freitas

Afonso

Dévy-Vareta

et al. 2013

Geographical Research

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“…The above-mentioned noncorrespondence, or nonresonance, could be regarded as a major motivation for ethnoenvironmental research, yet only sporadically has a more systematic scholarly attention been devoted to it (see Abramson and Theodossopoulos 2000;Andersen 2004;Heikkilä 2008;Howitt 2001;Howitt and Suchet-Pearson 2006;Kjosavik and Shanmugaratnam 2007;Pretty 2011). Accordingly, a focus on this type of nonresonance and on the riches of divergent geographical lexicons and nomenclatures (including the various deviating rationales of naming and mapping) could be considered as a central source of inspiration and co-learning linked to environmental problemsolving.…”

Section: From Geographs To Earthviewsmentioning

confidence: 98%

Arctic Earthviews: Cyclic Passing of Knowledge among the Indigenous Communities of the Eurasian North

Mustonen¹,

Lehtinen²

2013

Sibirica

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This article examines the mechanisms and manners of maintaining the communal knowledge systems of the indigenous peoples of the circumpolar North. This is accomplished by paying attention to the concerns of distinguished community elders who have experienced the entwining of indigenous traditions and modernization during their lives. The article also introduces the concept of earthview, identifying the ethical and spiritual insights that inform the community-specific everyday skills of living in the North. The conclusion highlights the human/nonhuman cycles of intergenerational knowledge renewal that are mostly practical and oral by nature. The emergence of new elders is therefore critically grounded on the personal and communal skills of passing on the intimate knowledge of sensing changes in nature. By emphasizing the role of oral communication we underline that this knowledge (of earthviewing) only remains while being shared in everyday conditions and routines of land and life. We dedicate this article to the memory of Professor Vasilii A. Robbek.

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“…It has been well documented that geographical practices have played a significant role in the colonial enterprise (Godlewska & Smith, 1994;Painter & Jeffrey, 2009;Powell, 2008). For example, many Indigenous people have been removed from their traditional territories through allotment and physical dispossession (e.g., Reserve/Reservation systems) (Bracken, 1997;Harris, 2002), most Indigenous territories have been reinscribed with European-defined political borders (Alfred, 2005;Simpson, 2008), Indigenous place names have, for the most part, been replaced with names from European homelands or explorers (e.g., the Canadian provinces of British Columbia, New Brunswick, and Nova Scotia named in reference to the UK) (Heikkila, 2007;Simpson, 2008), and colonial governments have claimed sovereignty over Indigenous territories that were, in many cases, unceded. The social construction of political borders pays tribute to the continued role colonialism occupies in defining the geopolitical and sociopolitical landscape; its effects and philosophies are not, however, a thing of the past.…”

Section: Indigenous -Settler Relationsmentioning

confidence: 99%

Settlers unsettled: using field schools and digital stories to transform geographies of ignorance about Indigenous peoples in Canada

Castleden

Daley

Morgan

2013

Journal of Geography in Higher Education

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Geography is a product of colonial processes, and in Canada, the exclusion from educational curricula of Indigenous worldviews and their lived realities has produced "geographies of ignorance". Transformative learning is an approach geographers can use to initiate changes in non-Indigenous student attitudes about Indigenous epistemologies and ontologies. This study explores non-Indigenous student perspectives concerning a field school and digital storytelling as transformative experiences within the context of an "Indigenous Perspectives on Environmental Management" course; they were asked to reflect on their course experience. Findings indicate that students found both to be effective and important steps in the transformation of their own worldviews.

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Teaching through toponymy: Using indigenous place-names in outdoor science camps.

Cited by 8 publications

References 14 publications

Coupling Hydrotoponymy and GIS Cartography: A Case Study of Hydrohistorical Issues in Urban Groundwater Systems, Porto, NW Portugal

Coupling Hydrotoponymy and GIS Cartography: A Case Study of Hydrohistorical Issues in Urban Groundwater Systems, Porto, NW Portugal

Arctic Earthviews: Cyclic Passing of Knowledge among the Indigenous Communities of the Eurasian North

Settlers unsettled: using field schools and digital stories to transform geographies of ignorance about Indigenous peoples in Canada

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