國立虎尾科技大學 |

Bringing Knowledges Together : = Indigenous Environmental Studies in Action.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Bringing Knowledges Together :/
Reminder of title:	Indigenous Environmental Studies in Action.
Author:	Armstrong, Carly Louise.
Description:	1 online resource (439 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
Subject:	Environmental education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355630992

Bringing Knowledges Together : = Indigenous Environmental Studies in Action.
Armstrong, Carly Louise.

Bringing Knowledges Together :Indigenous Environmental Studies in Action. - 1 online resource (439 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

The natural world and environmental issues present critical points of convergence between Indigenous and non-Indigenous people and their knowledge systems. This qualitative study engaged with 18 Indigenous and non-Indigenous environmental practitioners in interview conversations to explore their experiences in cross-cultural environmental collaborations. The research undertakes a complexity theory approach to answer the following research questions:

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355630992Subjects--Topical Terms:

580651
Environmental education.
Index Terms--Genre/Form:

554714
Electronic books.

Bringing Knowledges Together : = Indigenous Environmental Studies in Action.
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099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Armstrong, Carly Louise. $3 1184364
245 1 0 $a Bringing Knowledges Together : $b Indigenous Environmental Studies in Action.
264 0 $c 2018
300 $a 1 online resource (439 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
500 $a Adviser: Daniel Longboat.
502 $a Thesis (Ph.D.) $c Trent University (Canada) $d 2018.
504 $a Includes bibliographical references
520 $a The natural world and environmental issues present critical points of convergence between Indigenous and non-Indigenous people and their knowledge systems. This qualitative study engaged with 18 Indigenous and non-Indigenous environmental practitioners in interview conversations to explore their experiences in cross-cultural environmental collaborations. The research undertakes a complexity theory approach to answer the following research questions:
520 $a 1. a) What skills, values, knowledges and approaches do environmental practitioners need to enable Western and Indigenous knowledge systems to come together in addressing environmental challenges?
520 $a 1. b) What does effectiveness and/or success look like in cross-cultural environmental collaboration?
520 $a 2. How can post-secondary and professional development educational programs impart the skills, values, knowledges and approaches that their students need to effectively engage in work that brings together Indigenous and non-Indigenous people and their knowledge systems in addressing environmental challenges?
520 $a This study applied multiple lenses to analyze and interpret the data. The author's own reflections as both a practitioner and researcher working and teaching in crosscultural environmental contexts were a central component of the study. Through this analysis a set of skills, values, knowledges, approaches, attributes, and roles emerged. The findings reaffirm the importance of respect, relationship, responsibility, and reciprocity as central values in Indigenous praxis and identify additional values. The application of a critical theory lens illuminated that subtle racism and microaggressions influence environmental collaboration between Indigenous and non-Indigenous people. The study proposes a curriculum and program design for post-secondary and professional development contexts, that draws upon multiple pedagogies to prepare learners to work cross-culturally in respectful ways. These findings are relevant to environmental practitioners currently working in the field and contribute to a further articulation of an emerging Indigenous Environmental Studies and Sciences (IESS) pedagogy.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Environmental education. $3 580651
650 4 $a Curriculum development. $3 1148494
655 7 $a Electronic books. $2 local $3 554714
690 $a 0442
690 $a 0727
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Trent University (Canada). $b Indigenous Studies. $3 1180024
773 0 $t Dissertation Abstracts International $g 79-07A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10744263 $z click for full text (PQDT)