Land, Language and Listening: The Transformations That Can Flow from Acknowledging Indigenous Land
Land, Language and Listening: The Transformations That Can Flow from Acknowledging Indigenous Land
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DOI：
10.1111/1467-9752.12470
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发表时间：
2020-09-07
影响因子：
1
通讯作者：
Fettes, Mark
中科院分区：
文献类型：
--
作者：
Blenkinsop, Sean;Fettes, Mark
我们首先考虑一种通常不被认为是“环境教育”的做法。也就是土地承认。近年来，不列颠哥伦比亚省的学校和其他公共机构承认它们位于土著土地上已成为标准，特别是在举办活动和演讲时。然而，随着论文的继续，我们面临的挑战是考虑这些承认可能对教育工作者产生的更大的影响，而不仅仅是简单地说出这些话。为了完成这项工作，我们将重点放在三个方面——土地、语言和听力——我们建议这些方面直接来自对这些致谢的内容和目标的仔细考虑。从土著的、哲学的、经验的和政治的来源中，我们探索了这些线索，并假设它们可能成为改变人类和超越人类关系的重要教育源泉。我们结束本文与一些工作的简短讨论目前正在进行的BC。
We begin this paper by considering a practice that is not normally thought of as 'environmental education'. That is, the land acknowledgement. In recent years, it has become standard for schools and other public institutions in British Columbia (BC) to acknowledge that they are situated on Indigenous land, especially when hosting events and presentations. And yet, as the paper continues, we are challenged to consider the greater implications these acknowledgements might bear for educators beyond simply a speaking of the words. In order to do this work, we focus on three strands-land, language and listening-which we suggest arise directly from careful consideration of the contents and goals of these acknowledgements. Drawing from Indigenous, philosophical, experiential and political sources, we explore the strands and posit that they may become important educational well-springs for transforming human and more-than-human relationships. We end this paper with a short discussion of some work currently under way in BC.