Reflexive Shifts in Climate Research and Education

Toward Relocalizing Our Lives

Bibliographic Data

ID15445166
AuthorsTimothy B Leduc (corresponding author), Susan A Crate (0000-0003-2127-4812)
Year2013
Volume8
Issue2
Pages134-161
Publication date2013-06-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueNature and Culture (JOURNAL)
Journal identifiersISSN: 1558-6073 • E-ISSN: 1558-5468
PublisherBerghahn Books (PUBLISHER • GB)
DOI10.3167/nc.2013.080202
OpenAlexW2323950343
LanguageEN
Citations received4

This article is concerned with the way in which indigenous place-based knowledge and understandings, in a time of global climate change, have the potential to challenge researchers to self-reflexively shift the focus of their research toward those technological and consumer practices that are the cultural context of our research. After reviewing some literature on the emergence of self-reflexivity in research, the authors offer two case studies from their respective environmental education and anthropological research with northern indigenous cultures that clarifies the nature of a self-reflexive turn in place-based climate research and education. The global interconnections between northern warming and consumer culture-and its relation to everexpanding technological systems-are considered by following the critical insights of place-based knowledge. We conclude by examining the possibility that relocalizing our research, teaching, and ways of living in consumer culture are central to a sustainable future, and if so, the knowledge and understandings of current place-based peoples will be vital to envisioning such a cultural transformation of our globalizing system

Context (archaeology · Environmental ethics · Geography · Indigenous · Reflexivity · Social science · Sociology · Traditional knowledge · Diverse Educational Innovations Studies · Indigenous Studies and Ecology · Service-Learning and Community Engagement · Ecology

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