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Drawing on studies in environmental and sustainability education,
this book brings together new work that has explored the
research-policy interface in varied contexts and from diverse
perspectives.It will be beneficial to those interested in
understanding the interface between research and policy. The
relationship between research and policy has become an increasing
focus for theoretical inquiry, empirical investigation, and
practical development across many different fields. This volume
highlights new empirical insights, theoretical ideas, practical
examples, and methodological approaches for understanding,
navigating, and developing more productive research-policy
relationships. This book will be beneficial to anyone who is
interested in understanding the interface between research and
policy. The chapters in this book were originally published in the
journal Environmental Education Research.
This important book on Land Education offers critical analysis of
the paths forward for education on Indigenous land. This analysis
discusses the necessity of centring historical and current contexts
of colonization in education on and in relation to land. In
addition, contributors explore the intersections of
environmentalism and Indigenous rights, in part inspired by the
realisation that the specifics of geography and community matter
for how environmental education can be engaged. This edited volume
suggests how place-based pedagogies can respond to issues of
colonialism and Indigenous sovereignty. Through dynamic new
empirical and conceptual studies, international contributors
examine settler colonialism, Indigenous cosmologies, Indigenous
land rights, and language as key aspects of Land Education. The
book invites readers to rethink 'pedagogies of place' from various
Indigenous, postcolonial, and decolonizing perspectives. This book
was originally published as a special issue of Environmental
Education Research.
Bridging environmental and Indigenous studies and drawing on
critical geography, spatial theory, new materialist theory, and
decolonizing theory, this dynamic volume examines the sometimes
overlooked significance of place in social science research. There
are often important divergences and even competing logics at work
in these areas of research, some which may indeed be
incommensurable. This volume explores how researchers around the
globe are coming to terms - both theoretically and practically -
with place in the context of settler colonialism, globalization,
and environmental degradation. Tuck and McKenzie outline a
trajectory of critical place inquiry that not only furthers
empirical knowledge, but ethically imagines new possibilities for
collaboration and action. Critical place inquiry can involve a
range of research methodologies; this volume argues that what
matters is how the chosen methodology engages conceptually with
place in order to mobilize methods that enable data collection and
analyses that address place explicitly and politically. Unlike
other approaches that attempt to superficially tag on Indigenous
concerns, decolonizing conceptualizations of land and place and
Indigenous methods are central, not peripheral, to practices of
critical place inquiry.
This important book on Land Education offers critical analysis of
the paths forward for education on Indigenous land. This analysis
discusses the necessity of centring historical and current contexts
of colonization in education on and in relation to land. In
addition, contributors explore the intersections of
environmentalism and Indigenous rights, in part inspired by the
realisation that the specifics of geography and community matter
for how environmental education can be engaged. This edited volume
suggests how place-based pedagogies can respond to issues of
colonialism and Indigenous sovereignty. Through dynamic new
empirical and conceptual studies, international contributors
examine settler colonialism, Indigenous cosmologies, Indigenous
land rights, and language as key aspects of Land Education. The
book invites readers to rethink 'pedagogies of place' from various
Indigenous, postcolonial, and decolonizing perspectives. This book
was originally published as a special issue of Environmental
Education Research.
Bridging environmental and Indigenous studies and drawing on
critical geography, spatial theory, new materialist theory, and
decolonizing theory, this dynamic volume examines the sometimes
overlooked significance of place in social science research. There
are often important divergences and even competing logics at work
in these areas of research, some which may indeed be
incommensurable. This volume explores how researchers around the
globe are coming to terms - both theoretically and practically -
with place in the context of settler colonialism, globalization,
and environmental degradation. Tuck and McKenzie outline a
trajectory of critical place inquiry that not only furthers
empirical knowledge, but ethically imagines new possibilities for
collaboration and action. Critical place inquiry can involve a
range of research methodologies; this volume argues that what
matters is how the chosen methodology engages conceptually with
place in order to mobilize methods that enable data collection and
analyses that address place explicitly and politically. Unlike
other approaches that attempt to superficially tag on Indigenous
concerns, decolonizing conceptualizations of land and place and
Indigenous methods are central, not peripheral, to practices of
critical place inquiry.
The movement of policy is a core feature of contemporary education
reform. Many different concepts, including policy transfer,
borrowing and lending, travelling, diffusion and mobility, have
been deployed to study how and why policy moves across
jurisdictions, scales of governance, policy sectors or
organisations. However, the underlying theoretical perspectives and
the foundational assumptions of different approaches to policy
movement remain insufficiently discussed. To address this gap, this
book places front and center questions of theory, ontology,
epistemology and method related to policy movement. It explores a
wide diversity of approaches to help understand the policy movement
phenomena, providing a useful guide on global studies in education,
as well as insights into the future of this dynamic area of work.
Critical Education and Sociomaterial Practice presents a situated
approach to learning that suggests the need for more explicit
attention to sociomaterial practice in critical education.
Specifically, it explores social, place and narrative dimensions of
practical experience as they unfold in schools, in place-based
learning, and teacher education contexts. Such an orientation to
practice both links social and material conditions (social
relations, other species, physical context, objects) to human
consciousness and learning, and considers the relationship between
such learning and broader cultural change. The core of the book is
an examination of critical situated learning undertaken through
three separate empirical studies, each of which we use to elaborate
a particular domain or dimension of practical experience. In
turning to the sociomaterial contexts of learning, the book also
underscores how social and environmental issues are necessarily
linked, such as in the production of food deserts in cities or in
the pollution of the drinking water in Indigenous communities
through oil development. More social movements globally are
connecting the dots between sexism, heteronormativity, racism,
colonization, White privilege, globalization, poverty, and climate
justice, including with issues of land, territory and sovereignty,
water, food, energy, and treatment and extinction of other species.
As a result, categorizing some concerns as 'social justice' or
'critical' issues and others as 'environmental,' becomes
increasingly untenable. The book thus suggests that more
integrative and productive forms of critical education are needed
to respond to these complex and pressing socio-ecological
conditions.
Critical Education and Sociomaterial Practice presents a situated
approach to learning that suggests the need for more explicit
attention to sociomaterial practice in critical education.
Specifically, it explores social, place and narrative dimensions of
practical experience as they unfold in schools, in place-based
learning, and teacher education contexts. Such an orientation to
practice both links social and material conditions (social
relations, other species, physical context, objects) to human
consciousness and learning, and considers the relationship between
such learning and broader cultural change. The core of the book is
an examination of critical situated learning undertaken through
three separate empirical studies, each of which we use to elaborate
a particular domain or dimension of practical experience. In
turning to the sociomaterial contexts of learning, the book also
underscores how social and environmental issues are necessarily
linked, such as in the production of food deserts in cities or in
the pollution of the drinking water in Indigenous communities
through oil development. More social movements globally are
connecting the dots between sexism, heteronormativity, racism,
colonization, White privilege, globalization, poverty, and climate
justice, including with issues of land, territory and sovereignty,
water, food, energy, and treatment and extinction of other species.
As a result, categorizing some concerns as 'social justice' or
'critical' issues and others as 'environmental,' becomes
increasingly untenable. The book thus suggests that more
integrative and productive forms of critical education are needed
to respond to these complex and pressing socio-ecological
conditions.
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