Conversations on Pedagogies of Place and Environment between Brazil and Canada: Contrasting Contexts to Enshroud Content with Empathy
Resumo
Based on pedagogical practices in environmental and science education that privilege the concept of place in all dimensions, we explore in this paper the work and experiences of two teacher educators, one in Brazil and one in Canada, as they visit and learn from one another’s places. We wonder about unique places and how such different contexts, with different cultures, histories, and geographies, support researchers and their teacher candidates, guiding them to becoming better teachers within a context for addressing current pressing issues: social and ecological justice. While contrasting our different paths, we reflect and discussed our practices with/on empathy and place education. We discussed the power of bringing teacher education to places (and vice-versa). By contrasting places and their unique ontologies and epistemologies, with empathy, we developed deeper understanding of the integral role of place in learning, and better ideas for preparing teachers to teach about their contexts.Downloads
Referências
ABRAM, David. The spell of the sensous. New York, NY: Vintage. 1997.
AIKENHEAD, Glen & MICHELL, Herman. Bridging cultures: Indigenous and scientific ways of knowing Nature. Don Mills, ON: Pearson Education. 2011.
BEAMES, Simon; HIGGINS, Peter Jeffrey; NICOL, Robbie. Learning outside the classroom: Theory and guidelines for practice. New York, NY: Routledge. 2012.
BRAIDOTTI, Rosi. The Posthuman. Cambridge: Polity Press. 2013.
CALDERON, D. Speaking back to Manifest Destinies: A land education-based approach to critical curriculum inquiry. Environmental Education Research, 20(1), p. 24-36. 2014.
CAVANAGH, J. & MANDER, J. World Bank, IMF, turned poor Third World nations into loan addicts. The Canadian Centre for Policy Alternatives Monitor, July/August, p. 19-22. 2003.
CHAMBERS, C. A topography for Canadian curriculum theory. Canadian Journal of Education, 24(2), p. 137-149. 1999.
CURTISS, J. & THEOBALD, P. Communities as curricula. Forum for Applied Research and Public Policy, 15(1), p. 106-11. 2000.
DARLING-HAMMOND, L. Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), p. 300-314. 2006.
ESCOBAR, A. Culture sits in places: Reflections on globalism and subaltern strategies of localization. Political Geography, 20(2), p. 139-174. 2001.
FREIRE, Paulo. Learning to question: A pedagogy of liberation. New York, NY: Continuum. 1989.
FREIRE, Paulo. Pedagogy of the oppressed, 30th anniversary edition. (Myra Bergman Ramos, Trans.). New York, NY: Continuum. 2005.
GARCIA, J. & SHIRLEY, V. Performing decolonization: Lessons learned from Indigenous youth, teachers and leaders’ engagement with critical Indigenous pedagogy. Journal of Curriculum Theorizing, 28(2), p. 76-91. 2012.
GIESER, T. Embodiment, emotion and empathy: A phenomenological approach to apprenticeship learning. Anthropological Theory, 8, p. 299-318. 2008.
GRUENEWALD, D.A. Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal, 40(3), p. 619-654. 2003a.
GRUENEWALD, D.A. Place: The nexus of geography and culture. In M. McKenzie, P. Hart, H. Bai, & B. Jickling (Eds.), Fields of green: Restorying culture, environment, and education. Cresswell, NJ: Hampton Press. 2009.
GRUENEWALD, D.A. The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), p. 3-11. 2003b.
INGOLD, Tim. & VERGUNST, Jo Lee. (Eds.). Ways of walking: Ethnography and practice on foot. Aldershot, UK: Ashgate. 2008.
INGOLD, Tim. Being Alive: Essays on Movement, Knowledge and Description. London: Routledge. 2011.
KUORI, Denise. Towards a food strategy for Saskatoon: Saskatoon regional food system assessment and action plan. https://www.usask.ca/foodsummit/reports/saskatoon_regional_food_assessment.pdf. 2013.
LANG, W.L. Bioregionalism and the history of place. Oregon Historical Quarterly, 103(4), p. 414-419. 2002.
LOW, Setha & LAWRENCE-ZUNIGA, Denise. The anthropology of space and place: Locating culture. London, UK: Blackwell. 2003.
LOWENSTEIN, E., GREWAL, I.K., ERKAEVA, N., NIELSEN, R. & VOELKER, L. Place-based teacher education: A model whose time has come. Issues in Teacher Education, 27(2), p. 36-52. 2018.
LUGONES, M. Playfulness, “world”-traveling, and loving perception. Hypatia, 2(2), p. 3-19. 1987.
MASSCHELEIN, J. E-ducating the gaze: The idea of a poor pedagogy, Ethics and Education, 5(1), p. 43-53. 2010.
MASSEY, D. Space, place and gender. Oxford, UK: Polity Press. 1994.
MCINERNEY, P., SMYTH, J. & DOWN, B. Coming to a place near you? The politics and possibilities of a critical pedagogy of place-based education, Asia-Pacific Journal of Teacher Education, 39(1), p. 3-16. 2011.
MCKENZIE, M. The places of pedagogy: Or, what we can do with culture through intersubjective experiences, Environmental Education Research, 14(3), p. 361-373. 2008.
MCKENZIE, Marcia & BIELER, Andrew. Critical education and sociomaterial practice: Narration, place, and the social. New York: Peter Lang. 2016.
NESPOR, J. Education and place: A review essay. Educational Theory, 58(4), p. 475-489. 2008.
ORR, D. What is education for? Six myths about the foundations of modern education and six new principles to replace them. In Context, 27, p. 52-57. 1991.
PAPERSON, L. A ghetto land pedagogy: an antidote for settler environmentalism, Environmental Education Research, 20(1), p. 115-130. 2014.
PIERSOL, L. Tracking self into place. Canadian Journal of Environmental Education, 15, p. 198-209. 2010.
RILEY, Kathryn. (Re)StoryingHuman/Nonhuman Relationships: Posthumanist Possibilities in Researcher/Teacher/Environmental Education Worlds. (Doctoral dissertation) retrieved from Deakin University, Australia. 2019.
RUDIMAN, W. F. The Anthropocene. Annual Review of Earth Planetary Science. 41(4), 1-24. 2013.
SEAWRIGHT, G. Settler traditions of place: Making explicit the epistemological legacy of white supremacy and settler colonialism for place-based education, Educational Studies, 50(6), p. 554-572. 2014.
SENECHAL, E. Environmental justice in Egleston Square. In D. Gruenewald, & G.A. Smith (Eds.), Place-based education in a global age: Local diversity, p. 85-111. New York, NY: Routledge. 2007.
SHIVA, Vandana. Earth democracy: Justice, sustainability, and peace. Berkeley, CA: North Atlantic Books. 2015.
SIMPSON, L.B. (2014). Land as pedagogy: Nishnaabeg intelligence and rebellious transformation. Decolonization: Indigeneity, Education, Society, 3(3), p. 1-25. 2014.
SMITH, G.A. & SOBEL, D. Place and community-based education in schools. New York, NY: Routledge. 2010.
SMITH, G.A. Place-based education. Phi Delta Kappan, 83(8), p. 584-594. 2002.
SNAZA, Nathan & WEAVER, John. Posthumanism and educational research. New York: Routledge. 2015.
SOBEL, David. Beyond ecophobia: Reclaiming the heart in nature education (Nature Education Literacy Series, Vol. 1). Great Barrington: MA: Orion Society. 1999.
SOBEL, David. Place-Based Education: Connecting Classrooms and Communities. Great Barrington, MA Orion Society. 2004.
SOMERVILLE, M.J. A place pedagogy for ‘Global Contemporaneity’, Educational Philosophy and Theory, 42(3), p. 326-344. 2010.
TLUSTY, R. & RHOADES, K. Exploring landscapes of memory: Critical mapping of place and family history as foundations for social justice. Paper presented at the American Educational Research Association, San Francisco, CA. 2006.
TUAN, Yi-Fu. Space and place: The perspective of experience. Minneapolis, MN: University of Minnesota Press. 2001.
TUCK, E. & YANG, K.W. Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), p. 1-40. 2012.
TUCK, E.; MCKENZIE, M.; MCCOY, M. Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research Environmental Education Research, 20(1), p. 1–23. 2014.
TUCK, Eve & MCKENZIE, Marcia. Place in research: Theory, methodology, and methods. New York, NY: Routledge. 2015.
WEBBER, G. & MILLER, D. Progressive pedagogies and teacher education: A review of the literature. McGill Journal of Education, 51(3), p. 1061-1079. 2016.
WHITE, S. & REID, J. Placing teachers? Sustaining rural schooling through place-consciousness in teacher education. Journal of Research in Rural Education, 23(7), p. 1-11. 2008.
WILDCAT, M.; MACDONALD, M.; IRLBACHER-FOX, S.; COULTHARD. G. Learning from the land: Indigenous land based pedagogy and decolonization. Decolonization: Indigeneity, Education & Society, 3(3), p. I-XV. 2014.
Autores que submetem seus manuscritos para serem publicados nesta revista concordam com os seguintes termos:
- Os autores têm preservados os direitos autorais sobre seus textos, mas concedem à revista autorização para primeira publicação, nas versões on line e impressa, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution - CC-BY.
- Em virtude dos artigos aparecerem nesta revista de acesso público, são de uso gratuito.
Revista Interfaces Brasil/Canadá é licenciado sob uma Licença Creative Commons CC-BY.
