Gender, Land, and Place

Considering Gender within Land-Based and Place-Based Learning

Datos Bibliográficos

ID12901443
AutoresTasha Spillett (University of Saskatchewan, autor de correspondencia)
Año2021
Volumen15
Número1
Páginas11-31
Fecha de publicación2021-03-31
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal for the Study of Religion Nature and Culture (JOURNAL)
Identificadores de la revistaISSN: 1749-4907 • E-ISSN: 1749-4915
EditorialEquinox Publishing (PUBLISHER • GB)
DOI10.1558/jsrnc.39094
OpenAlexW3147206949
IdiomaEN
Citas recibidas8
Referencias citadas31

Considering how gender operates within land-based and place-based learning is critical as both human and more-than-human relations and relationships have been heavily shaped and regulated by settler colonialism and settler heteropatriarchy. The deterioration of Indigenous notions of gender and the forceful colonial imposition of a Western gender binary has served to fracture Indigenous peoples' relationships with Land

Archaeology · Colonialism · Ethnology · Gender relations · Geography · Indigenous · Political science · Sociology · Gender Studies · Indigenous and Place-Based Education · Indigenous Health, Education, and Rights · Tourism, Volunteerism, and Development · Ecology