Settlers unsettled

Using field schools and digital stories to transform geographies of ignorance about Indigenous peoples in Canada

Datos Bibliográficos

ID11955432
AutoresH Castleden (0000-0002-3559-3059, Dalhousie University, autor de correspondencia), Kathryn Daley (0000-0002-3199-0073, Dalhousie University), Kiley Daley (School for Resource and Environmental Studies, Dalhousie University, Halifax, NS, Canada, B3H 4R2), Vanessa Sloan Morgan (School for Resource and Environmental Studies, Dalhousie University, Halifax, NS, Canada, B3H 4R2), Paul Sylvestre (0000-0002-1991-035X, School for Resource and Environmental Studies, Dalhousie University, Halifax, NS, Canada, B3H 4R2)
Año2013
Volumen37
Número4
Páginas487-499
Fecha de publicación2013-05-14
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Geography in Higher Education (JOURNAL)
Identificadores de la revistaISSN: 0309-8265 • E-ISSN: 1466-1845
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03098265.2013.796352
OpenAlexW1986472903
IdiomaEN
Citas recibidas23
Referencias citadas28

Geography is a product of colonial processes, and in Canada, the exclusion from educational curricula of Indigenous worldviews and their lived realities has produced “geographies of ignorance”. Transformative learning is an approach geographers can use to initiate changes in non-Indigenous student attitudes about Indigenous epistemologies and ontologies. This study explores non-Indigenous student perspectives concerning a field school and digital storytelling as transformative experiences within the context of an “Indigenous Perspectives on Environmental Management” course; they were asked to reflect on their course experience. Findings indicate that students found both to be effective and important steps in the transformation of their own worldviews

Archaeology · Context (archaeology · Curriculum · Environmental ethics · Geography · Ignorance · Indigenous · Indigenous Education · Narrative · Pedagogy · Political science · Social science · Sociology · Storytelling · Traditional knowledge · Transformative learning · Educator Training and Historical Pedagogy · Geography Education and Pedagogy · Tourism, Volunteerism, and Development · Ecology