Engaging indigenous urban youth in environmental learning: the importance of place revisited
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Date
2011-04-08T16:10:27Z
Authors
Swayze, Natalie
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Abstract
This thesis describes the evolution of an environmental learning program for Indigenous, urban youth called Bridging the Gap. A critical pedagogy of place provides a theoretical framework to engage in a practitioner-reflection, exploring the decisions made while revising the original program to make it both culturally and ecologically relevant. Using an action research methodology, the practitioner-researcher resolves to continue to seek resolution to relevant aspects of marginalization in attempt to facilitate reinhabitation for Bridging the Gap learners while emphasizing the program’s place-specific social, economic, and ecological situatedness.
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Keywords
Indigenous, Learning, Science, Environment, Reinhabituation, Marginalization, Aboriginal, Inner-city