Protest as pedagogy: Exploring teaching and learning in Indigenous environmental movements
This article reports on a recent study into the experiences of Indigenous and allied environmental activists with teaching and learning during and as a result of Indigenous environmental movements. This inquiry is grounded in a theoretical framework informed by decolonization and cultural revitaliza...
Gespeichert in:
Veröffentlicht in: | The Journal of environmental education 2017-03, Vol.48 (2), p.96-108 |
---|---|
1. Verfasser: | |
Format: | Artikel |
Sprache: | eng |
Schlagworte: | |
Online-Zugang: | Volltext |
Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
Zusammenfassung: | This article reports on a recent study into the experiences of Indigenous and allied environmental activists with teaching and learning during and as a result of Indigenous environmental movements. This inquiry is grounded in a theoretical framework informed by decolonization and cultural revitalization, social movement learning, and repressive tolerance. Interviews with 10 participants across Canada produced rich insights related to significant life experiences, the tensions encountered by activist educators, the complexity of inter-activist relationships, interaction with police agencies, the plurality of protest, and the revitalization and sharing of Indigenous traditions as the ultimate form of resistance. |
---|---|
ISSN: | 0095-8964 1940-1892 |
DOI: | 10.1080/00958964.2016.1171197 |