Indigenous Knowledge Sharing and Botanical Literacies in Early Childhood Education

Autor/in	Beasley, Kimberly
Titel	Indigenous Knowledge Sharing and Botanical Literacies in Early Childhood Education
Quelle	In: International Journal of Early Childhood Environmental Education, 10 (2023) 2, S.21-35 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Early Childhood Education; Sustainability; Indigenous Knowledge; Plants (Botany); Natural Resources; Knowledge Level; Indigenous Populations; Australia + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Nachhaltigkeit; Pflanze; Natural Ressource; Natürliche Ressource; Wissensbasis; Sinti und Roma; Australien
Abstract	This study contributes to the research in Early Childhood Education for Sustainability (ECEfS) by exploring a case study of two Western Australian early childhood education classes who welcomed an Indigenous Elder to share their expertise about the native plants in the schools' bush space. The findings from this study demonstrate the impact Indigenous perspectives had on teacher's and children's relationship with the bush and the development of their botanical literacies. Indigenous peoples in Australia, and across the world have botanical practices that have existed for tens of thousands of years. This study acknowledges botany as a settler colonial practice and contemplates changes to botanical practices and pedagogies that include Indigenous ways of knowing, being and doing. (As Provided).
Anmerkungen	North American Association for Environmnental Education. 1725 DeSales Street NW, Washington, DC 20036. Tel: 202-419-0412; Web site: https://naturalstart.org/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01