Creating Third Spaces in K-12 Socio-Environmental Education Through Indigenous Languages: A Case Study
To recognize and respond to the social injustice of climate change impacts, children require curriculum/pedagogies that render settler colonialism visible while dialoguing across pluri-versal perspectives. We present a case study of a school in Northeastern United States that taught the Abenaki lang...
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ftsmithcollege:oai:scholarworks.smith.edu:celebratingfacultyscholarship2021pubs-1006 2023-05-15T12:58:49+02:00 Creating Third Spaces in K-12 Socio-Environmental Education Through Indigenous Languages: A Case Study Audley, Shannon D’Souza, Angela B. 2022-02-28T08:00:00Z application/pdf https://scholarworks.smith.edu/celebratingfacultyscholarship2021pubs/7 https://scholarworks.smith.edu/cgi/viewcontent.cgi?article=1006&context=celebratingfacultyscholarship2021pubs unknown Smith ScholarWorks https://scholarworks.smith.edu/celebratingfacultyscholarship2021pubs/7 https://scholarworks.smith.edu/cgi/viewcontent.cgi?article=1006&context=celebratingfacultyscholarship2021pubs Licensed to Smith College and distributed CC-BY under the Smith College Faculty Open Access Policy. http://creativecommons.org/licenses/by/4.0/ CC-BY 2021/22 Publications & Works Decolonizing indigenous languages socio-environmental justice pluriverse colonial matrix of power science education Education text 2022 ftsmithcollege 2022-04-24T17:00:29Z To recognize and respond to the social injustice of climate change impacts, children require curriculum/pedagogies that render settler colonialism visible while dialoguing across pluri-versal perspectives. We present a case study of a school in Northeastern United States that taught the Abenaki language and knowledge on traditional Abenaki Land to non-indigenous students in a 4–5th-grade classroom. Utilizing Mignolo's [2011. Geopolitics of sensing and knowing: On (de)coloniality, border thinking and epistemic disobedience. Postcolonial Studies, 14(3), 273–as283] concepts of ‘epistemic disobedience’ through ‘de-linking’ and ‘de-centering’ to challenge structural/curricular settler colonialism, we found that the school must first be open to, and appreciative of, non-dominant epistemologies to set the stage for epistemic disobedience. We identified teaching the language of the Land, on the Land as de-coloniality as praxis. However, we also identified curricular epistemic frictions with the Science teacher and their pedagogies which attempted to epistemically recentre students' thinking around the Standardized Account of science. Text abenaki Smith College: Smith ScholarWorks |
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Smith College: Smith ScholarWorks |
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topic |
Decolonizing indigenous languages socio-environmental justice pluriverse colonial matrix of power science education Education |
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Decolonizing indigenous languages socio-environmental justice pluriverse colonial matrix of power science education Education Audley, Shannon D’Souza, Angela B. Creating Third Spaces in K-12 Socio-Environmental Education Through Indigenous Languages: A Case Study |
topic_facet |
Decolonizing indigenous languages socio-environmental justice pluriverse colonial matrix of power science education Education |
description |
To recognize and respond to the social injustice of climate change impacts, children require curriculum/pedagogies that render settler colonialism visible while dialoguing across pluri-versal perspectives. We present a case study of a school in Northeastern United States that taught the Abenaki language and knowledge on traditional Abenaki Land to non-indigenous students in a 4–5th-grade classroom. Utilizing Mignolo's [2011. Geopolitics of sensing and knowing: On (de)coloniality, border thinking and epistemic disobedience. Postcolonial Studies, 14(3), 273–as283] concepts of ‘epistemic disobedience’ through ‘de-linking’ and ‘de-centering’ to challenge structural/curricular settler colonialism, we found that the school must first be open to, and appreciative of, non-dominant epistemologies to set the stage for epistemic disobedience. We identified teaching the language of the Land, on the Land as de-coloniality as praxis. However, we also identified curricular epistemic frictions with the Science teacher and their pedagogies which attempted to epistemically recentre students' thinking around the Standardized Account of science. |
format |
Text |
author |
Audley, Shannon D’Souza, Angela B. |
author_facet |
Audley, Shannon D’Souza, Angela B. |
author_sort |
Audley, Shannon |
title |
Creating Third Spaces in K-12 Socio-Environmental Education Through Indigenous Languages: A Case Study |
title_short |
Creating Third Spaces in K-12 Socio-Environmental Education Through Indigenous Languages: A Case Study |
title_full |
Creating Third Spaces in K-12 Socio-Environmental Education Through Indigenous Languages: A Case Study |
title_fullStr |
Creating Third Spaces in K-12 Socio-Environmental Education Through Indigenous Languages: A Case Study |
title_full_unstemmed |
Creating Third Spaces in K-12 Socio-Environmental Education Through Indigenous Languages: A Case Study |
title_sort |
creating third spaces in k-12 socio-environmental education through indigenous languages: a case study |
publisher |
Smith ScholarWorks |
publishDate |
2022 |
url |
https://scholarworks.smith.edu/celebratingfacultyscholarship2021pubs/7 https://scholarworks.smith.edu/cgi/viewcontent.cgi?article=1006&context=celebratingfacultyscholarship2021pubs |
genre |
abenaki |
genre_facet |
abenaki |
op_source |
2021/22 Publications & Works |
op_relation |
https://scholarworks.smith.edu/celebratingfacultyscholarship2021pubs/7 https://scholarworks.smith.edu/cgi/viewcontent.cgi?article=1006&context=celebratingfacultyscholarship2021pubs |
op_rights |
Licensed to Smith College and distributed CC-BY under the Smith College Faculty Open Access Policy. http://creativecommons.org/licenses/by/4.0/ |
op_rightsnorm |
CC-BY |
_version_ |
1766279863971348480 |