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Know*ledge constellations and re*con...

Evering, Brigitte.

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Know*ledge constellations and re*constellating: Narratives to inform indigenous-and-environmental education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Knowledge constellations and reconstellating: Narratives to inform indigenous-and-environmental education./
作者:	Evering, Brigitte.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	387 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
Contained By:	Dissertation Abstracts International78-05A(E).
標題:	Environmental education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10182228
ISBN:	9781369306378

Know*ledge constellations and re*constellating: Narratives to inform indigenous-and-environmental education.
Evering, Brigitte.

Know*ledge constellations and re*constellating: Narratives to inform indigenous-and-environmental education. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 387 p.

Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.

Thesis (Ph.D.)--Trent University (Canada), 2016.

The purpose of this study was to explore the educational implications of a clearer understanding of the practice of using multiple, including Indigenous, knowledges when finding solutions to place-based environmental issues. The impetus for my research came from a growing sense of urgency to address environmental issues within both Indigenous and non-Indigenous communities. Some have argued that communities will be most successful in understanding and resolving such issues if ways can be found to work with different knowledges. However, the practice of bringing together multiple knowledges is not yet consistently effective. At the same time, there is a recognised need for individuals who are able to use different knowledges to address urgent environmental concerns. Unfortunately, there is minimal programming advice based on the perspective of individual practitioners available to guide post-secondary institutions wishing to meet this need. This lead to my first two research questions:

ISBN: 9781369306378Subjects--Topical Terms:

528212
Environmental education.

Know*ledge constellations and re*constellating: Narratives to inform indigenous-and-environmental education.
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500 $a Adviser: Chris Furgal.
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520 $a The purpose of this study was to explore the educational implications of a clearer understanding of the practice of using multiple, including Indigenous, knowledges when finding solutions to place-based environmental issues. The impetus for my research came from a growing sense of urgency to address environmental issues within both Indigenous and non-Indigenous communities. Some have argued that communities will be most successful in understanding and resolving such issues if ways can be found to work with different knowledges. However, the practice of bringing together multiple knowledges is not yet consistently effective. At the same time, there is a recognised need for individuals who are able to use different knowledges to address urgent environmental concerns. Unfortunately, there is minimal programming advice based on the perspective of individual practitioners available to guide post-secondary institutions wishing to meet this need. This lead to my first two research questions:
520 $a In my project, I used a relational research approach that led to a third question: How is a complexity-inspired interpretive approach suitable for exploring these questions? I had coherent conversations with sixteen practitioners who were deliberately using multiple, including Indigenous, knowledges to find solutions to place-based environmental issues. Practitioners and I co-created a Know*ledge Constellation Story to describe how they think about using knowledges in their work. In a group coherent conversation with five educators who were familiar with Indigenous-and-Environmental education, we explored the educational implications of this story. Together, we finalised a Teaching-Learning Story of Re*constellating and identified ways to prepare students to practice re*constellating, including teaching strategies and program considerations.
520 $a The Know*ledge Constellation Story and the Teaching-Learning Story of Re*constellating will inform post-secondary Indigenous-and-Environmental education. Graduates from such programs will be better prepared to engage with communities to address environmental concerns, meet legislative and policy requirements, and support research efforts that would benefit from a clearer understanding of the practice of re*constellating.
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