Title

Sharing a place-based indigenous methodology and learnings

Document Type

Journal Article

Publication Title

Environmental Education Research

ISSN

13504622

Volume

26

Issue

7

First Page

917

Last Page

934

Publisher

Taylor & Francis

School

School of Science

Comments

Wooltorton, S., Collard, L., Horwitz, P., Poelina, A., & Palmer, D. (2020). Sharing a place-based Indigenous methodology and learnings. Environmental Education Research, 26(7), 917-934. https://doi.org/10.1080/13504622.2020.1773407

Abstract

© 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group. Building on a methodology of Cooperative Inquiry, the outcomes of five interconnected place-based learning projects from Australia are synthesised and elaborated in this paper. The methodology can facilitate the everyday living and sharing of an Earth-based consciousness: one that enriches Transformative Sustainability Education (TSE) through recognising meanings and stories in landscape, and celebrates Indigenous ways of knowing, being and doing. Indigenous-led environmental education is shown to link with one of the longest continuous environmental education systems in the world and it is contended that because of its ongoing history, environmental education carries a cultural obligation. In Australia, every landscape is Indigenous and storied, and all Australians have an inherent right to learn that joy in place, along with the responsibility to care for it. Teaching and learning a relationship with place as family, is one way that environmental education can lead that campaign. This place-based methodology is a lifetime commitment involving everyday actions for change, a whole-of-education dedication.

DOI

10.1080/13504622.2020.1773407

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