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The stories are the people and the land: three educators respond to environmental teachings in Indigenous children's literature.
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- Author(s): Korteweg, Lisa1 (AUTHOR) ; Gonzalez, Ismel1 (AUTHOR); Guillet, Jojo1 (AUTHOR)
- Source:
Environmental Education Research. Jun-Aug2010, Vol. 16 Issue 3/4, p331-350. 20p.- Subject Terms:
- Source:
- Additional Information
- Subject Terms:
- Abstract: This article explores how Indigenous Canadian children's literature might challenge adult and child readers to consider different meanings and worldviews of the environment as a land-based value system. As three teacher educators from elementary and university classrooms, we use reader-response theory to explore a collection of rich alternative narratives of Indigenous land-based knowledge systems available in the work of Indigenous authors and illustrators of children's literature. Our study considers how Indigenous picture books might serve to decolonize environmental consciousness through offering accessible and immersive Indigenous stories of the land. As we respond to and analyze these picture books, we work from a prior commitment to decolonization as a critical self-reflexive political process in which one's colonized beliefs are explicitly pinpointed, challenged and countered by Indigenous worldviews and perspectives. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Environmental Education Research is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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