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Sharing a place-based indigenous methodology and learnings
Environmental Education Research ( IF 3.725 ) Pub Date : 2020-06-02 , DOI: 10.1080/13504622.2020.1773407 Sandra Wooltorton 1 , Len Collard 2 , Pierre Horwitz 3 , Anne Poelina 1 , David Palmer 4
Environmental Education Research ( IF 3.725 ) Pub Date : 2020-06-02 , DOI: 10.1080/13504622.2020.1773407 Sandra Wooltorton 1 , Len Collard 2 , Pierre Horwitz 3 , Anne Poelina 1 , David Palmer 4
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Abstract Building on a methodology of Cooperative Inquiry, the outcomes of five interconnected place-based learning projects from Australia are synthesised and elaborated in this paper. The methodology can facilitate the everyday living and sharing of an Earth-based consciousness: one that enriches Transformative Sustainability Education (TSE) through recognising meanings and stories in landscape, and celebrates Indigenous ways of knowing, being and doing. Indigenous-led environmental education is shown to link with one of the longest continuous environmental education systems in the world and it is contended that because of its ongoing history, environmental education carries a cultural obligation. In Australia, every landscape is Indigenous and storied, and all Australians have an inherent right to learn that joy in place, along with the responsibility to care for it. Teaching and learning a relationship with place as family, is one way that environmental education can lead that campaign. This place-based methodology is a lifetime commitment involving everyday actions for change, a whole-of-education dedication.
中文翻译:
分享基于地方的本土方法和学习
摘要 本文以合作探究的方法论为基础,综合并阐述了澳大利亚五个相互关联的基于地方的学习项目的成果。该方法可以促进日常生活和基于地球的意识的分享:通过识别景观中的意义和故事来丰富变革性可持续发展教育 (TSE),并颂扬土著的认识、存在和行为方式。土著主导的环境教育被证明与世界上持续时间最长的环境教育系统之一有关,并且有人认为,由于其持续的历史,环境教育具有文化义务。在澳大利亚,每一处风景都是土著和传奇,所有澳大利亚人都有固有的权利来学习这种快乐,以及照顾它的责任。教授和学习与地方作为家庭的关系,是环境教育可以引导该运动的一种方式。这种基于地点的方法是一生的承诺,涉及改变的日常行动,是对整个教育的奉献。
更新日期:2020-06-02
中文翻译:
分享基于地方的本土方法和学习
摘要 本文以合作探究的方法论为基础,综合并阐述了澳大利亚五个相互关联的基于地方的学习项目的成果。该方法可以促进日常生活和基于地球的意识的分享:通过识别景观中的意义和故事来丰富变革性可持续发展教育 (TSE),并颂扬土著的认识、存在和行为方式。土著主导的环境教育被证明与世界上持续时间最长的环境教育系统之一有关,并且有人认为,由于其持续的历史,环境教育具有文化义务。在澳大利亚,每一处风景都是土著和传奇,所有澳大利亚人都有固有的权利来学习这种快乐,以及照顾它的责任。教授和学习与地方作为家庭的关系,是环境教育可以引导该运动的一种方式。这种基于地点的方法是一生的承诺,涉及改变的日常行动,是对整个教育的奉献。