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Bringing Knowledges Together: Indige...

Armstrong, Carly Louise.

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Bringing Knowledges Together: Indigenous Environmental Studies in Action.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Bringing Knowledges Together: Indigenous Environmental Studies in Action./
作者:	Armstrong, Carly Louise.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	439 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
標題:	Environmental education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10744263
ISBN:	9780355630992

Bringing Knowledges Together: Indigenous Environmental Studies in Action.
Armstrong, Carly Louise.

Bringing Knowledges Together: Indigenous Environmental Studies in Action. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 439 p.

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)--Trent University (Canada), 2018.

The natural world and environmental issues present critical points of convergence between Indigenous and non-Indigenous people and their knowledge systems. This qualitative study engaged with 18 Indigenous and non-Indigenous environmental practitioners in interview conversations to explore their experiences in cross-cultural environmental collaborations. The research undertakes a complexity theory approach to answer the following research questions:

ISBN: 9780355630992Subjects--Topical Terms:

528212
Environmental education.

Bringing Knowledges Together: Indigenous Environmental Studies in Action.
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300 $a 439 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
500 $a Adviser: Daniel Longboat.
502 $a Thesis (Ph.D.)--Trent University (Canada), 2018.
520 $a The natural world and environmental issues present critical points of convergence between Indigenous and non-Indigenous people and their knowledge systems. This qualitative study engaged with 18 Indigenous and non-Indigenous environmental practitioners in interview conversations to explore their experiences in cross-cultural environmental collaborations. The research undertakes a complexity theory approach to answer the following research questions:
520 $a 1. a) What skills, values, knowledges and approaches do environmental practitioners need to enable Western and Indigenous knowledge systems to come together in addressing environmental challenges?
520 $a 1. b) What does effectiveness and/or success look like in cross-cultural environmental collaboration?
520 $a 2. How can post-secondary and professional development educational programs impart the skills, values, knowledges and approaches that their students need to effectively engage in work that brings together Indigenous and non-Indigenous people and their knowledge systems in addressing environmental challenges?
520 $a This study applied multiple lenses to analyze and interpret the data. The author's own reflections as both a practitioner and researcher working and teaching in crosscultural environmental contexts were a central component of the study. Through this analysis a set of skills, values, knowledges, approaches, attributes, and roles emerged. The findings reaffirm the importance of respect, relationship, responsibility, and reciprocity as central values in Indigenous praxis and identify additional values. The application of a critical theory lens illuminated that subtle racism and microaggressions influence environmental collaboration between Indigenous and non-Indigenous people. The study proposes a curriculum and program design for post-secondary and professional development contexts, that draws upon multiple pedagogies to prepare learners to work cross-culturally in respectful ways. These findings are relevant to environmental practitioners currently working in the field and contribute to a further articulation of an emerging Indigenous Environmental Studies and Sciences (IESS) pedagogy.
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