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Author: Kate McCoy
Publisher: Routledge
ISBN: 1317329600
Category : Education
Languages : en
Pages : 156
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Book Description
This important book on Land Education offers critical analysis of the paths forward for education on Indigenous land. This analysis discusses the necessity of centring historical and current contexts of colonization in education on and in relation to land. In addition, contributors explore the intersections of environmentalism and Indigenous rights, in part inspired by the realisation that the specifics of geography and community matter for how environmental education can be engaged. This edited volume suggests how place-based pedagogies can respond to issues of colonialism and Indigenous sovereignty. Through dynamic new empirical and conceptual studies, international contributors examine settler colonialism, Indigenous cosmologies, Indigenous land rights, and language as key aspects of Land Education. The book invites readers to rethink 'pedagogies of place' from various Indigenous, postcolonial, and decolonizing perspectives. This book was originally published as a special issue of Environmental Education Research.
Author: Kate McCoy
Publisher: Routledge
ISBN: 1317329600
Category : Education
Languages : en
Pages : 156
Get Book
Book Description
This important book on Land Education offers critical analysis of the paths forward for education on Indigenous land. This analysis discusses the necessity of centring historical and current contexts of colonization in education on and in relation to land. In addition, contributors explore the intersections of environmentalism and Indigenous rights, in part inspired by the realisation that the specifics of geography and community matter for how environmental education can be engaged. This edited volume suggests how place-based pedagogies can respond to issues of colonialism and Indigenous sovereignty. Through dynamic new empirical and conceptual studies, international contributors examine settler colonialism, Indigenous cosmologies, Indigenous land rights, and language as key aspects of Land Education. The book invites readers to rethink 'pedagogies of place' from various Indigenous, postcolonial, and decolonizing perspectives. This book was originally published as a special issue of Environmental Education Research.
Author: Herman Michell
Publisher:
ISBN: 9781926476193
Category : Cree Indians
Languages : en
Pages : 113
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Book Description
"Land-based education is in demand within both Indigenous and non-Indigenous communities. Within this book Dr. Michell introduces basic elements of Land-based Education from an Indigenous perspective with a focus on the Woodlands Cree. Herman discusses four curriculum orientations (Positivist, Constructivist, Critical, and Post-Modern) that are connected to environment-related education so that educators have a springboard from which to ground their practice. Two Indigenous land-based educators, one male and one female, share their experiences and insights. Dr. Michell then discusses Land-based Education in terms of the Woodlands Cree Seasonal Cycle."--
Author: Kate McCoy
Publisher: Routledge
ISBN: 1317329597
Category : Education
Languages : en
Pages : 204
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Book Description
This important book on Land Education offers critical analysis of the paths forward for education on Indigenous land. This analysis discusses the necessity of centring historical and current contexts of colonization in education on and in relation to land. In addition, contributors explore the intersections of environmentalism and Indigenous rights, in part inspired by the realisation that the specifics of geography and community matter for how environmental education can be engaged. This edited volume suggests how place-based pedagogies can respond to issues of colonialism and Indigenous sovereignty. Through dynamic new empirical and conceptual studies, international contributors examine settler colonialism, Indigenous cosmologies, Indigenous land rights, and language as key aspects of Land Education. The book invites readers to rethink 'pedagogies of place' from various Indigenous, postcolonial, and decolonizing perspectives. This book was originally published as a special issue of Environmental Education Research.
Author: Roger L. Geiger
Publisher: Transaction Publishers
ISBN: 1412851475
Category : Education
Languages : en
Pages : 371
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Book Description
This work provides a critical reexamination of the origin and development of America's land-grant colleges and universities, created by the most important piece of legislation in higher education. The story is divided into five parts that provide closer examinations of representative developments. Part I describes the connection between agricultural research and American colleges. Part II shows that the responsibility of defining and implementing the land-grant act fell to the states, which produced a variety of institutions in the nineteenth century. Part III details the first phase of the conflict during the latter decades of the nineteenth century about whether land colleges were intended to be agricultural colleges, or full academic institutions. Part IV focuses on the fact that full-fledged universities became dominant institutions of American higher education. The final part shows that the land-grant mission is alive and well in university colleges of agriculture and, in fact, is inherent to their identity. Including some of the best minds the field has to offer, this volume follows in the fine tradition of past books in Transaction's Perspectives on the History of Higher Education series.
Author: Stephen M. Gavazzi
Publisher: Johns Hopkins University Press
ISBN: 1421426854
Category : Education
Languages : en
Pages : 217
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Book Description
This book should be of great interest to faculty members and students, as well as those parents, legislators, policymakers, and other area stakeholders who have a vested interest in the well-being of America’s original public universities.
Author: Zane Ma Rhea
Publisher: Springer
ISBN: 9811076006
Category : Education
Languages : en
Pages : 96
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Book Description
This book argues that the ancient allodial principle enables a paradigmatic shift in the way specialist educators in environmental, Indigenous, and legal studies; teacher educators; and teachers think about land and water education. Land and water are basic to human life, and students will need to grapple with matters of sustainability and Indigenous entitlement in their future work. People now living in lands and on waterways that have been colonized, such as Australia, are taught to regard land and water in ways that have been fundamentally shaped by English law. This book introduces ancient as well as more contemporary forms of land and water access and examines the underlying ontological and epistemological enframements that shape the way that ‘land’ and ‘water’ are understood and taught. As peoples of the world grapple with environmental sustainability and Indigenous rights, the author provides a pivotal rejection of the entitlement to ‘abuse’. The book also reasons that educators should employ alod pedagogy to develop their approach to ‘working out’ difficult matters to do with balancing the rights and responsibilities of nations, regions, corporations, communal and individual owners in the access to, use of, and transferability of land and waterways.
Author: Patrick D. Smith
Publisher: Pineapple PressInc
ISBN: 9781561642236
Category : Juvenile Fiction
Languages : en
Pages : 240
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Book Description
Traces the story of the MacIvey family of Florida from 1858 to 1968.
Author: Rebecca Tarlau
Publisher: Global and Comparative Ethnogr
ISBN: 019087032X
Category : Social Science
Languages : en
Pages : 417
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Book Description
In Occupying Schools, Occupying Land, Rebecca Tarlau looks at the Brazilian Landless Workers' Movement over the past thirty-five years to illustrate how social movements can use state services, such as schools, to support their social change goals. Through a detailed ethnographic and long-term examination of the MST's educational struggle, Tarlau shows how educational institutions can in turn help movements build capacity and social influence. This bookprovides an analysis of how activists convinced government officials to implement these educational practices and how these initiatives strengthened the movement.
Author: Alaina E. Roberts
Publisher: University of Pennsylvania Press
ISBN: 0812297989
Category : History
Languages : en
Pages : 209
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Book Description
Perhaps no other symbol has more resonance in African American history than that of "40 acres and a mule"—the lost promise of Black reparations for slavery after the Civil War. In I've Been Here All the While, we meet the Black people who actually received this mythic 40 acres, the American settlers who coveted this land, and the Native Americans whose holdings it originated from. In nineteenth-century Indian Territory (modern-day Oklahoma), a story unfolds that ties African American and Native American history tightly together, revealing a western theatre of Civil War and Reconstruction, in which Cherokee, Choctaw, Chickasaw, Creek, and Seminole Indians, their Black slaves, and African Americans and whites from the eastern United States fought military and rhetorical battles to lay claim to land that had been taken from others. Through chapters that chart cycles of dispossession, land seizure, and settlement in Indian Territory, Alaina E. Roberts draws on archival research and family history to upend the traditional story of Reconstruction. She connects debates about Black freedom and Native American citizenship to westward expansion onto Native land. As Black, white, and Native people constructed ideas of race, belonging, and national identity, this part of the West became, for a short time, the last place where Black people could escape Jim Crow, finding land and exercising political rights, until Oklahoma statehood in 1907.
Author: R. L’Heureux Lewis-McCoy
Publisher: Stanford University Press
ISBN: 0804792453
Category : Education
Languages : en
Pages : 231
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Book Description
Nestled in neighborhoods of varying degrees of affluence, suburban public schools are typically better resourced than their inner-city peers and known for their extracurricular offerings and college preparatory programs. Despite the glowing opportunities that many families associate with suburban schooling, accessing a district's resources is not always straightforward, particularly for black and poorer families. Moving beyond class- and race-based explanations, Inequality in the Promised Land focuses on the everyday interactions between parents, students, teachers, and school administrators in order to understand why resources seldom trickle down to a district's racial and economic minorities. Rolling Acres Public Schools (RAPS) is one of the many well-appointed suburban school districts across the United States that has become increasingly racially and economically diverse over the last forty years. Expanding on Charles Tilly's model of relational analysis and drawing on 100 in-depth interviews as well participant observation and archival research, R. L'Heureux Lewis-McCoy examines the pathways of resources in RAPS. He discovers that—due to structural factors, social and class positions, and past experiences—resources are not valued equally among families and, even when deemed valuable, financial factors and issues of opportunity hoarding often prevent certain RAPS families from accessing that resource. In addition to its fresh and incisive insights into educational inequality, this groundbreaking book also presents valuable policy-orientated solutions for administrators, teachers, activists, and politicians.
