There Is No "Place of Nature"; There Is Only the "Nature of Place" Animate Landscapes as Methodology for Inquiry in the Coast Salish Territory

Autor/in	Marker, Michael
Titel	There Is No "Place of Nature"; There Is Only the "Nature of Place" Animate Landscapes as Methodology for Inquiry in the Coast Salish Territory
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 31 (2018) 6, S.453-464 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marker, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2018.1430391
Schlagwörter	Indigenous Knowledge; Indigenous Populations; Place Based Education; Research Methodology; Inquiry; Physical Environment; Epistemology; Oral History; Ethnography; Scholarship; Ecology; Geographic Regions; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Sinti und Roma; Research method; Forschungsmethode; Natürliche Umwelt; Erkenntnistheorie; Oral tradition; Mündliche Überlieferung; Ethnografie; Scholarships; Stipendium; Ökologie; Ausland; Kanada
Abstract	Indigenist scholars have been attending to the research process in ways that highlight the move toward inquiry, the beginnings of the research journey. The energies that animate imagination and inquiry need to be respected and accounted for. If we recognize that place and the consciousness of landscape contain the primordial elements for the Indigenous mind, then it follows that respectful Indigenous research methods should engage with the landscape as the beginning point for inquiry. Centering "place" and "place-ness" as containing the ontological meaning of Indigenous methodology is also a way to excavate the specific effects of colonization on Indigenous landscapes and communities. Much Indigenous thought radiates from an invocation of a sentient topography, a land that is aware of human presence. This writing considers what a methodology of place, specifically in the Coast Salish territory, might consist of. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01