Engaging indigenous urban youth in environmental learning: the importance of place revisited

Engaging indigenous urban youth in environmental learning: the importance of place revisited

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This thesis describes the evolution of an environmental learning program for Indigenous, urban youth called Bridging the Gap. A critical pedagogy of place provides a theoretical framework to engage in a practitioner-reflection, exploring the decisions made while revising the original program to make...

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Bibliographic Details
Main Author: Swayze, Natalie
Other Authors: Sutherland, Dawn (Curriculum, Teaching & Learning)
Language:en_US
Published: 2011
Subjects:
Indigenous
Learning
Science
Environment
Reinhabituation
Marginalization
Aboriginal
Inner-city
Online Access:http://hdl.handle.net/1993/4485
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spelling ndltd-MANITOBA-oai-mspace.lib.umanitoba.ca-1993-44852014-01-31T03:32:19Z Engaging indigenous urban youth in environmental learning: the importance of place revisited Swayze, Natalie Sutherland, Dawn (Curriculum, Teaching & Learning) McMillan, Barbara (Curriculum, Teaching & Learning) Longboat, Dan (Trent University) Indigenous Learning Science Environment Reinhabituation Marginalization Aboriginal Inner-city This thesis describes the evolution of an environmental learning program for Indigenous, urban youth called Bridging the Gap. A critical pedagogy of place provides a theoretical framework to engage in a practitioner-reflection, exploring the decisions made while revising the original program to make it both culturally and ecologically relevant. Using an action research methodology, the practitioner-researcher resolves to continue to seek resolution to relevant aspects of marginalization in attempt to facilitate reinhabitation for Bridging the Gap learners while emphasizing the program’s place-specific social, economic, and ecological situatedness. 2011-04-08T16:10:27Z 2011-04-08T16:10:27Z 2011-04-08T16:10:27Z http://hdl.handle.net/1993/4485 en_US
collection NDLTD
language en_US
sources NDLTD
topic Indigenous
Learning
Science
Environment
Reinhabituation
Marginalization
Aboriginal
Inner-city
spellingShingle Indigenous
Learning
Science
Environment
Reinhabituation
Marginalization
Aboriginal
Inner-city
Swayze, Natalie
Engaging indigenous urban youth in environmental learning: the importance of place revisited
description This thesis describes the evolution of an environmental learning program for Indigenous, urban youth called Bridging the Gap. A critical pedagogy of place provides a theoretical framework to engage in a practitioner-reflection, exploring the decisions made while revising the original program to make it both culturally and ecologically relevant. Using an action research methodology, the practitioner-researcher resolves to continue to seek resolution to relevant aspects of marginalization in attempt to facilitate reinhabitation for Bridging the Gap learners while emphasizing the program’s place-specific social, economic, and ecological situatedness.
author2 Sutherland, Dawn (Curriculum, Teaching & Learning)
author_facet Sutherland, Dawn (Curriculum, Teaching & Learning)
Swayze, Natalie
author Swayze, Natalie
author_sort Swayze, Natalie
title Engaging indigenous urban youth in environmental learning: the importance of place revisited
title_short Engaging indigenous urban youth in environmental learning: the importance of place revisited
title_full Engaging indigenous urban youth in environmental learning: the importance of place revisited
title_fullStr Engaging indigenous urban youth in environmental learning: the importance of place revisited
title_full_unstemmed Engaging indigenous urban youth in environmental learning: the importance of place revisited
title_sort engaging indigenous urban youth in environmental learning: the importance of place revisited
publishDate 2011
url http://hdl.handle.net/1993/4485
work_keys_str_mv AT swayzenatalie engagingindigenousurbanyouthinenvironmentallearningtheimportanceofplacerevisited
_version_ 1716628958160617472

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