Cultural Studies and Environmentalism: The Confluence of EcoJustice, Place-based (Science) Education, and Indigenous Knowledge Systems (Cultural Studies of Science Education Book 3)

As the first book to explore the confluence of three emerging yet critical fields of study, this work sets an exacting standard. The editors' aim was to produce the most authoritative guide for ecojustice, place-based education, and indigenous knowledge in education. Aimed at a wide audience that includes, but is not restricted to, science educators and policymakers, Cultural Studies and Environmentalism starts from the premise that schooling is a small part of the larger educational domain in which we live and learn. Informed by this overarching notion, the book opens up ways in which home-grown talents, narratives, and knowledge can be developed, and eco-region awareness and global relationships can be facilitated. Incorporating a diversity of perspectives that include photography, poetry and visual art, the work provides a nuanced lens for evaluating educational problems and community conditions while protecting and conserving the most threatened and vulnerable narratives. Editors and contributors share the view that the impending loss of these narratives should be discussed much more widely than is currently the case, and that both teachers and children can take on some of the responsibility for their preservation. The relevance of ecojustice to this process is clear. Ecojustice philosophy is a way of learning about how we frame, or perceive, the world around us--and why that matters. Although it is not synonymous with social or environmental justice, the priorities of ecojustice span the globe in the same way. It incorporates a deep recognition of the appropriateness and significance of learning from place-based experiences and indigenous knowledge systems rather than depending on some urgent "ecological crises" to advocate for school and societal change. With a multiplicity of diverse voices coming together to explore its key themes, this book is an important starting point for educators in many arenas. It brings into better focus a vital role for the Earth's ecosystems in the context of ecosociocultural theory and participatory democracy alike. "Encompassing theoretical, empirical, and experiential standpoints concerning place-based knowledge systems, this unique book argues for a transformation of (science) education's intellectual tradition of thinking that emphasizes individual cognition. In its place, the book offers a wisdom tradition of thinking, living, and being that emphasizes community survival in harmony within itself and with Mother Earth." Glen Aikenhead Front Matter....Pages i-xxviii Front Matter....Pages 5-5 The Need for Confluence: Why a “River” Runs Through It....Pages 1-4 Nurturing Morally Defensible Environmentalism....Pages 7-10 EcoJustice Education for Science Educators....Pages 11-27 Toward Awakening Consciousness: A Response to EcoJustice Education and Science Education....Pages 29-41 Invoking the Sacred: Reflections on the Implications of EcoJustice for Science Education....Pages 43-49 Local Matters, EcoJustice, and Community....Pages 51-82 Engaging the Environment: Relationships of Demography, EcoJustice, and Science Teacher Education in Response to Wolff-Michael Roth....Pages 83-104 Moral–Ethical Character and Science Education: EcoJustice Ethics Through Socioscientific Issues (SSI)....Pages 105-128 What’s Wrong with Genetic Engineering? Ethics, Socioscientific Issues, and Education....Pages 129-136 Action-Based Science Instruction: Service-Learning, Stewardship, and Civic Involvement....Pages 137-149 Developing a Sustainable Agricultural Curriculum in Malawi: Reconciling a Colonial Legacy with Indigenous Knowledge and Practices....Pages 151-164 When Elephants Fight, It Is the Grass That Suffers....Pages 165-170 Working for Change: Reflections on the Issue of Sustainability and Social Change....Pages 171-179 Questions for Copenhagen: EcoJustice Perspectives and Summary....Pages 181-184 Front Matter....Pages 185-185 Place-Based (Science) Education: Something Is Happening Here....Pages 187-191 Educating-Within-Place: Care, Citizen Science, and EcoJustice....Pages 193-214 Invoking the Ontological Realm of Place: A Dialogic Response....Pages 215-228 A Case Study of David, a Native Hawaiian Science Teacher: Cultural Historical Activity Theory and Implications for Teacher Education....Pages 229-246 Deconstructing Chinn and Hana’ike: Pedagogy Through an Indigenous Lens....Pages 247-256 Critical Pedagogy of Place: A Framework for Understanding Relationships Between People in (Contested) Shared Places....Pages 257-268 Front Matter....Pages 185-185 River Advocacy: Valuing Complex Systems as the Groundwork for River Relationships....Pages 269-274 Bringing the Invisible to Light: Art as Places for Advocacy....Pages 275-280 River Advocacy as a Case of/for Novelizing Discourse in Science Education....Pages 281-286 Implications of Sense of Place and Place-Based Education for Ecological Integrity and Cultural Sustainability in Diverse Places....Pages 287-302 Responding to Place....Pages 303-314 Envisioning Polysemicity: Generating Insights into the Complexity of Place-Based Research Within Contested Spaces....Pages 315-321 Place-Based Education as a Call from/for Action....Pages 323-328 Front Matter....Pages 329-329 One Hundred Ways to Use a Coconut....Pages 331-335 Traditional Ecological Knowledge, Border Theory and Justice....Pages 337-348 Considering the Consequences of Hybridity: Protecting Traditional Ecological Knowledge from Predation....Pages 349-356 On Critical Thinking, Indigenous Knowledge and Raisins Floating in Soda Water....Pages 357-376 Rethinking Models of Collaboration in Critical Pedagogy: A Response to Stonebanks....Pages 377-383 “What Is Ours and What Is Not Ours?”: Inclusive Imaginings of Contextualised Mathematics Teacher Education....Pages 385-408 Responding to Glocalisation and Foundationalism in Science and Math....Pages 409-413 Australian Torres Strait Islander Students Negotiate Learning Secondary School Science in Standard Australian English: A Tentative Case for Also Teaching and Assessing in Creole....Pages 415-437 Are We Creating the Achievement Gap? Examining How Deficit Mentalities Influence Indigenous Science Curriculum Choices....Pages 439-446 Indigenous Stories: Knowledge Is Sometimes Where You Least Expect to Find It....Pages 447-454 Ways to a Waterhole....Pages 455-460 Ecodemocracy and School Science: How Projects of Confluence Guide the Development of the Ecosociocultural....Pages 461-480 Back Matter....Pages 481-494 Cultural Studies andEnvironmentalism 4 Preface 6 Foreword 8 Contents 12 Author Biographies 16 Prologue 24 Chapter 1: The Need for Confluence: Why a “River” Runs Through It 30 Part I:EcoJustice 34 Part II:Place-Based (Science) Education 208 Part III:Indigenous Knowledge Systems 346 Name Index 490 Subject Index 498