Place-Based Indigenized Education through Community Science
Abstract
The exclusion of anticolonial and antiracist approaches to PK-12 and post-secondary education has impacted Indigenous people for far too long. There is a need for placed-based education through the integration of Indigenous perspectives in curricula and other educational contexts. As an Indigenous educator with over twenty years of experience working with Indigenous communities, my perspective of Place-Based Indigenized Education (PBIE) immerses students in local Indigenous cultures, languages, landscapes, and experiences, using these foundations for studying a broad range of subject content to become stewards of the environment and the community. Indigenizing the practice of integrating placed-based local, Indigenous Knowledge (IK) and participation by both students and Indigenous communities are grounded in geographical diversity. The goal is to dive into the context for how PBIE forges strong ties between institutions and communities for collaborative partnerships to design curricula that places value on Indigenous concepts and perspectives by weaving Indigenous Knowledges into educational approaches, policy, and practices. The conversation builds the ontological basis of PBIE (1) responds to community needs, (2) empowers communities, (3) preserves and revitalizes Indigenous cultures, languages, and IK to promote community science, and (4) acts as an agent for community healing.
- Publication:
-
AGU Fall Meeting Abstracts
- Pub Date:
- December 2020
- Bibcode:
- 2020AGUFMED049..01M
- Keywords:
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- 0810 Post-secondary education;
- EDUCATION;
- 0825 Teaching methods;
- EDUCATION;
- 1630 Impacts of global change;
- GLOBAL CHANGE;
- 1637 Regional climate change;
- GLOBAL CHANGE