Why didn't I know this

Land education as an antidote to settler colonialism in early childhood teacher education

Datos Bibliográficos

ID4956576
AutoresAmanda Lees (0000-0001-5446-6592, Western Washington University, autor de correspondencia), Tasha Tropp Laman (0000-0001-8287-2707, Western Washington University), Dolores Calderón (0000-0002-4452-4311, Youth, Society, and Justice, Fairhaven College, Western Washington University, Bellingham, Washington, USA)
Año2021
Volumen60
Número3
Páginas279-290
Fecha de publicación2021-07-03
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaTheory Into Practice (JOURNAL)
Identificadores de la revistaISSN: 0040-5841 • E-ISSN: 1527-2532
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2021.1911482
OpenAlexW3141299166
IdiomaEN
Citas recibidas14
Referencias citadas40

Settler Colonialism is marked by the permanent move of mostly European settlers into other territories that requires the ongoing displacement and/or elimination of Indigenous peoples, the enslavement and dispossession of Indigenous peoples from Africa, and the individual ownership of land for capital gain. This displacement and elimination takes place in the curriculum with an impact on what is learned and not learned in schools. To counteract this, we use land education, an educational approach where curriculum starts with Indigenous peoples and Indigenous knowledge, confronting and dismantling anti-Indigenous colonial processes. Land education is a project of imagining just and sustainable futures, but much work must be done to get there. This article shares insights on what aspects of "getting there" looks like in early childhood teacher education

Colonialism · Curriculum · Economic growth · Indigenous · Indigenous Education · Pedagogy · Political science · Sociology · Traditional knowledge · Work (physics · Ecology · Indigenous and Place-Based Education · Indigenous Health, Education, and Rights · Law · Tourism, Volunteerism, and Development