Gatekeeper or gardener? Exploring positioning, paradigms, and metaphors in indigenous environmental education research

Lowan-Trudeau Gregory

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Gatekeeper or gardener? Exploring positioning, paradigms, and metaphors in indigenous environmental education research

机译：看门人还是园丁？探索本土环境教育研究中的定位，范式和隐喻

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In this article, I autoethnographically consider my experiences as a Metis scholar of mixed Indigenous and European ancestry based in Canada as an entry point for exploration of critical, interpretive, Indigenous and other traditional and contemporary research paradigms relevant to the field of Indigenous environmental education. Foundational scholarship, metaphorical models for the relationships between Western and Indigenous science and environmental knowledge systems, educators, and researchers, and current trends and tensions within the field are also discussed. In closing, I present future considerations and lingering questions for Indigenous and non-Indigenous scholars alike.

机译：在本文中，我将自己的民族志作为在加拿大境内的梅迪斯土著和欧洲混合血统学者的经历，作为探索与土著环境教育领域相关的批判性，解释性，土著以及其他传统和当代研究范式的切入点。还讨论了基础奖学金，西方和土著科学与环境知识系统之间的关系的隐喻模型，教育者和研究人员，以及该领域的当前趋势和紧张局势。最后，我为土著和非土著学者提供了未来的考虑因素和缠绵的问题。

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《The journal of environmental education》 |2019年第6期|348-357|共10页
作者
Lowan-Trudeau Gregory;
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作者单位

Univ Calgary Calgary AB Canada;

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正文语种 eng
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关键词
education; environmental; indigenous; paradigms; research;

机译：教育;环境土著范式研究;

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Gatekeeper or gardener? Exploring positioning, paradigms, and metaphors in indigenous environmental education research

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