relational values
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2022 ◽  
Vol 266 ◽  
pp. 109438
Author(s):  
Harold N. Eyster ◽  
Paige Olmsted ◽  
Robin Naidoo ◽  
Kai M.A. Chan

Humanities ◽  
2021 ◽  
Vol 10 (4) ◽  
pp. 125
Author(s):  
Noah Romero ◽  
Sandra Yellowhorse

This article draws from autoethnography and historical analysis to examine how racialized people pursue educational justice, consent, inclusion, and enjoyment through non-hegemonic learning. A historical analysis of U.S. colonial education systems imposed upon Diné and Philippine peoples grounds a comparative study on two forms of anti-colonial pedagogy: Indigenous education and critical unschooling. These two lines of inquiry underpin autoethnographic analyses of our own experiences in non-hegemonic learning to offer direct insights into the process of experiential, and decolonial growth intimated in relational learning environments. Indigenous education and critical unschooling literature both affirm the notion that all learners are always already educators and students, regardless of their age, ability, or status. This notion reorients the processes and aspirations of education toward an understanding that everyone holds valuable knowledge and is inherently sovereign. These relational values link together to form systems of circular knowledge exchange that honour the gifts of all learners and create learning environments where every contribution is framed as vital to the whole of the community. This study shows that because these principles resonate in multiple sites of colonial contact across Philippine and Diné knowledge systems, through Indigenous education and critical unschooling, and in our own lived experiences, it is important to examine these resonant frequencies together as a syncretic whole and to consider how they can inform further subversions of hegemonic educational frameworks.


2021 ◽  
Vol 30 (6) ◽  
pp. 661-668
Author(s):  
Piers H.G. Stephens
Keyword(s):  

2021 ◽  
Author(s):  
Bosco Lliso ◽  
Paola Arias‐Arévalo ◽  
Stefany Maca‐Millán ◽  
Stefanie Engel ◽  
Unai Pascual

2021 ◽  
Author(s):  
Sarah Gottwald ◽  
Christian Albert ◽  
Nora Fagerholm

Abstract Context River landscapes represent hotspots for biodiversity and ecosystem services used and embraced by human agents. Changes in river landscapes are subjectively perceived by people and can be assessed through the lenses of cultural ecosystem services (CES) and sense of place (SOP). Objectives This study aims to assess people–place relationships in a river landscape by integrating SOP theory and the CES concept and critically reflecting on their interplay. Research objectives relate to meanings and attachments attributed by citizens to places and the influence of the physical environment and socioeconomic settings. Methods We employed a spatially meaningful place indicator in a public participation GIS survey, combining meanings elucidated through a free listing exercise and multiple-choice questions. Statistical analyses were employed to investigate relationships between meanings, place attachment, and environmental and social variables. Results The results showed that (1) place meaning assessments can complement place attachment data by enhancing the understanding of relationships to biophysical and socioeconomic variables, and (2) combinations of both assessment approaches for place meanings showed that CESs were reflected in many free listed meaning types, dominantly related to forms or practices, but neglect relational values, such as “Heimat” (i.e., in German expression of the long-standing connection to an area) or memories. Conclusions This paper explicates synergies between SOP theory and CES concept. CES research offers insights from spatial assessments, while SOP research provides theoretical depth regarding relational values linked to CES. This paper critically reflects the ostensible consent of understanding SOP as a CES and proposes considering SOP as an overarching theory for CES assessment.


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