Critical Indigenous Pedagogy of Place: How Centering Hawaiian Epistemology and Values in Practice Affects People on Ecosystemic Levels

2014 ◽  
Vol 23 (2) ◽  
pp. 110-128 ◽  
Author(s):  
Alma M. O. Trinidad
Keyword(s):  
Indigenous Pedagogy ◽  
Pedagogy Of Place

Critical Indigenous Pedagogy of Place: Bridging teaching, researching, and mentoring for social sustainability, equity, and change

2016 ◽  
pp. 178-196
Author(s):  
Alma M.O. Trinidad ◽  
Keisha Mateo ◽  
Berenis Peregrino-Galvez ◽  
Kris Kelsang Lipman ◽  
Pablo Saldana ◽  
...  
Keyword(s):  
Social Sustainability ◽  
Indigenous Pedagogy ◽  
Pedagogy Of Place

scholarly journals Once Upon a Toxic Sanctuary: Partnering to Restore and Reclaim a Dakota Sacred Site

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Roxanne Gould ◽  
James Rock
Keyword(s):  
Toxic Waste ◽  
Waste Dump ◽  
Social Psychological ◽  
Sacred Site ◽  
Sacred Feminine ◽  
Indigenous Pedagogy ◽  
Pedagogy Of Place

In this article, we examine the role of partnerships as they relate to the destruction and reconstruction of Wakaŋ Tipi and Indian Mounds Park as a Dakota sacred feminine, origin, birth site through a theoretical lens of critical Indigenous pedagogy of place (Trinidad, 2016) and partnership studies (Eisler, 2005). We discuss the deep historical, social, psychological, and cultural relationship the Dakota have to this sacred site and the challenge of partnering with non-Dakota entities to restore Wakaŋ Tipi/Indian Mounds Park from a toxic waste dump to a spiritual sanctuary.

From Olaf to Omar: Pedagogy of Place at a Lutheran University

Dialog ◽  
2015 ◽  
Vol 54 (1) ◽  
pp. 80-92
Author(s):  
Brenda Llewellyn Ihssen
Keyword(s):  
Pedagogy Of Place

scholarly journals Social, cultural, and ecological justice in the age the Anthropocene: A New Zealand early childhood care and education perspective

2015 ◽  
Vol 6 (2) ◽  
pp. 41-56 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Critical Pedagogy ◽  
Climate Changes ◽  
Ethical Responsibility ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Pedagogy Of Place

Abstract Educators have an ethical responsibility to uphold the wellbeing of the children, families and communities that they serve. This commitment becomes even more pressing as we move into the era of the Anthropocene, where human induced climate changes are disrupting the planet’s systems, threatening the survival of not only humans, but of eco-systems and the earth’s biodiversity. This paper draws upon examples from Aotearoa (New Zealand) to demonstrate ways in which a critical pedagogy of place informed by local traditional knowledges can inform early childhood education whilst also enhancing dispositions of empathy towards self and others, including more-than-human others.

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