A beginner’s guide to disrupting colonial practices in environmental education
By Olivia Balcos
For my second year at the Doris Duke Conservation Scholars Program at UW, I worked at the Education Center in the Woodland Park Zoo in Seattle, WA with the project of creating a zine on Decolonizing Environmental Education. I created this zine as a tool for myself and for anyone else in the environmental field to start a conversation about changing how we think about and execute environmental educational spaces. While this was made with environmental educators in in mind, we all have a responsibility to teach each other about the land and its indigenous peoples. This zine is made for anyone and everyone to aid in their journey to decolonize environmental education.
Available to read for free, in its entirety, until October 21!
Indigenous and decolonizing perspectives on education have long persisted alongside colonial models of education, yet too often have been subsumed within the fields of multiculturalism, critical race theory, and progressive education. Timely and compelling, Indigenous and Decolonizing Studies in Education features research, theory, and dynamic foundational readings for educators and educational researchers who are looking for possibilities beyond the limits of liberal democratic schooling. Featuring original chapters by authors at the forefront of theorizing,practice, research, and activism, this volume helps define and imagine the exciting interstices between Indigenous and decolonizing studies and education. Each chapter forwards Indigenous principles—such as Land as literacy and water is life—that are grounded in place-specific efforts of creating Indigenous universities and schools, community organizing and social movements, trans and Two Spirit practices, refusals of state policies, and land-based and water-based pedagogies.
Linda Tuhiwai Smith is a Professor of Māori and Indigenous Studies at the University of Waikato in New Zealand.
Eve Tuck is Associate Professor of Critical Race and Indigenous Studies, Ontario Institute for Studies in Education, and Canada Research Chair of Indigenous Methodologies with Youth and Communities, University of Toronto.
K. Wayne Yang is the Director of Undergraduate Studies in the Ethnic Studies Department at the University of California, San Diego.
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Bones for War
You may not be aware of this, but there is a important and heated debate going on among Indigenous communities right now. The issue at hand is a federal bill designed, ostensibly, to return control of First Nations education to the First Nations themselves.
But there’s a larger issue at play—one that those of us who are non-Indigenous would do well to pay attention to. The debate is a uniquely colonial one, the kind that is provoked when one nation refuses to give up control over what is rightfully the jurisdiction of another nation (or in this case, 633 nations). It’s impossible to understand the debate around the First Nation Education Act without an understanding of Indigenous people’s inherent and treaty rights.
What do inherent rights have to do with it?
Inherent rights are the fundamental and existing rights of Indigenous peoples, based on their original and long-standing occupation of…
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