1,720,962 research outputs found
Recommended from our members
(De)constructing Nature and Disability through Place: Towards an Eco-Crip Politic
Full text linkThis dissertation project, comprised of five distinct and standalone chapters, is positioned within the creative tension between environmental and critical disability studies. Examining their intersections in an effort to imagine new ways of understanding disability and environmentalism as coalitional, it advances an eco-crip politic. Chapter 2 illuminates the ways that environmental education has and has not engaged critical disability politics, and calls for a cripping of the field in order to shift away from disability as defect and toward disrupting the structures and environments that operate as normalizing technologies. In Chapter 3, I build upon critical place inquiry to consider place as the central site of research and as agential, thereby offering a way to disrupt the anthropocentric framing of place. I use "place as research" as the methodological approach within the three subsequent chapters. Chapter 4 considers how place is an entity or being that one might directly listen to. By listening to place, this chapter reveals that the nature/culture binary is a myth, which has implications for how we understand disability access in places designated as “wilderness." Chapter 5 examines the Hanford Site, in order to demonstrate the need for wild pedagogies to engage not just inspiring wildness places, but also with sites of ruin, because they can illuminate how the social, historical, and political are intertwined with the ecological. In Chapter 6, I deconstruct notions of damaged, diseased, contaminated more-than-human species often exhibited as freaknature. Operating from a crip politic that rejects notions of corporeal differences as abnormal and unnatural, and instead seeks to claim such difference as just that—difference, I consider how we can embrace freaknature, not as embodied disaster nor as a repulsive warning sign of ecological disaster, but as having inherent value, while also not dismissing ongoing environmental disruption. By turning toward place as research to center the land, waterways, and more-than-human, these separate manuscripts together articulate an eco-crip politic
Centering the Indigenous in science education: Possibilities and limitations of decolonizing the academy
Full text linkThe current public schooling system in the United States attempts to remove culture and values from science education. Science is completely entwined in the culture, art, languages, and everyday lives of Indigenous peoples; therefore it is not a discreet knowledge or entity. A narrative of failure is being produced that falsely portrays Indigenous students as ‘underperforming’, not ‘good at’ science, and that perpetuates the perception of an achievement gap. However, the real problem is the way we look at, think about, consider, and teach science in US public schools, particularly for Indigenous students. Curriculum and pedagogy that present science education out of cultural context is problematic. Indigenous students need to learn science in Indigenous ways, and then the in western paradigm.
In this study I employed a qualitative design, consisting of interviews and observations with students and their instructors. I conducted a semi-structured interview with each participant, then, based on an initial analysis, chose three students for in-depth case studies. I attended a number of science courses with the students and faculty, and conducted interviews with two main faculty members. I presented my initial analysis and invited my participants to give further feedback.
There are possibilities for doing decolonizing work within the academy. We need more Indigenous folx as professors, and we need non-Indigenous faculty to apply decolonizing and indigenizing curriculum, pedagogies, and practices. Examples of this can include bringing students together with Elders and other tribal experts, employing place-based educational practices, intergenerational learning, learning through story, and oral traditions. Supporting community and reciprocity is also important for our Indigenous students. Faculty face tensions in doing good work with and for their Indigenous students, including the challenge of how to adequately address the field’s expectation of students while still being responsive to student needs. Instructors also talked about balancing their connection to students with maintaining appropriate boundaries, and one instructor shared insight regarding gender differences and imbalances. These instructors voiced the desire and need to enhance their teaching skills and requested training in how to teach effectively and in a caring way for their specific communities
Educating for Indigenous Futurities: Applying Collective Continuance Theory in Teacher Preparation Education
Full text linkK-12 classrooms are important sites for anti-colonial and Indigenous critiques of the settler-nation, neoliberalism, and globalization, all of which undermine Indigenous futurities while simultaneously fueling climate change. We draw from our experiences as Indigenous university educators, and from the experiences of our students who are training to become elementary and secondary classroom teachers in the U.S. We analyze student journals in which students documented what they were learning, reflected on how a university course on Decolonization was shaping their understanding of their own K-12 educational experiences, and articulated aspirations for their own future teaching practice. In our work with Indigenous students who are training to be classroom teachers, we frame education as part of the larger project in which we can better understand our ancestral Indigenous teachings for the purpose of deepening our Indigenous identities and knowledges; inherent in these teachings is a responsibility to our human and more than human relations. In our paper, we argue for the importance, and provide examples of, using the Western educational system in a way that supports Indigenous teachings and Indigenous identity development. Doing so is not just important diversity, equity, and inclusion work that benefits Indigenous peoples, but rather is critical work that benefits all peoples, as Indigenous knowledges contain within them answers to some of society’s most pressing problems, including climate change. In this process, we affirm the importance of Indigenous educators who are learning to become good ancestors for future generations, which is a vital part of what Potowatomi scholar, Kyle Powys Whyte (2018) calls collective continuance. Our work in educating future teachers emphasizes the importance of interdisciplinarity, something Indigenous knowledge systems have always known and which will be critical for addressing climate change. Within Indigenous cultural teachings, it makes no sense to separate the so-called hard or natural sciences from the humanities. Why would humans see themselves as separate from the natural world? Why would our histories not be interwoven in teaching and understanding our sciences? The larger goal of our work is to center Indigenous knowledges in K-12 education. To do so, we call upon Indigenous peoples to be in front of the classroom and lead within our elementary and secondary schools, to teach about caring for Lands and relations and connecting this learning to addressing climate change caused by colonial practices. We also call upon non-Indigenous educators to educate themselves about Indigenous knowledges so that they may play an important part in collective continuance and ensuring Indigenous futurities
A Personal, Indigenous Feminist Experience with Centering Relationships During COVID-19
Full text linkI am an Indigenous woman, a mother, a researcher, a scholar, a partner, a daughter. In the midst of the COVID-19 crisis, the value and consequence connection with others has on my life has become more apparent. During this time, I am finding that technology can both help and hinder in building and maintaining relationships. Perhaps I can illuminate a bit for others who are struggling with the same things I am. I share Indigenous feminist theories and I believe these ways of knowing and being in the world help us to reclaim our past and to reimagine our futures
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
THE AWARENESS OF MISSING AND MURDERED INDIGENOUS WOMEN AND GIRLS (MMIWG): POLICY STEPS TOWARD ADDRESSING THE CRISIS
No full textTHE AWARENESS OF MISSING AND MURDERED INDIGENOUS WOMEN AND GIRLS (MMIWG): POLICY STEPS TOWARD ADDRESSING THE CRISIS
Full text link- …
