« On indigenous self-determination: Rebecca Lawrence, Ulf Mörkenstam, ‘Indigenous Self-determination through a Government Agency? The Impossible Task of the Swedish Sámediggi’, International Journal on Minority and Group Rights, 23, 1, 2016, pp. 105–127
On Glen Coulthatrd’s book: Peter Ives, ‘Red Skin, White Masks: Rejecting the Colonial Politics of Recognition, by Glen Sean Coulthard’, Rethinking Marxism: A Journal of Economics, Culture & Society, 28, 1, 2016, pp. 139-142. »

Place-based pedagogies as a response to indigenous sovereignty: Kate McCoy, Eve Tuck, Marcia McKenzie (eds), Land Education: Rethinking Pedagogies of Place From Indigenous, Postcolonial, and Decolonizing Perspectives, Routledge, 2016

09Feb16

Description: This important book on Land Education offers critical analysis of the paths forward for education on Indigenous land. This analysis discusses the necessity of centring historical and current contexts of colonization in education on and in relation to land. In addition, contributors explore the intersections of environmentalism and Indigenous rights, in part inspired by the realisation that the specifics of geography and community matter for how environmental education can be engaged. This edited volume suggests how place-based pedagogies can respond to issues of colonialism and Indigenous sovereignty. Through dynamic new empirical and conceptual studies, international contributors examine settler colonialism, Indigenous cosmologies, Indigenous land rights, and language as key aspects of Land Education. The book invites readers to rethink ‘pedagogies of place’ from various Indigenous, postcolonial, and decolonizing perspectives. This book was originally published as a special issue of Environmental Education Research.


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