Educational Curriculum and Multispecies Relations

Mabunda, P.L.; McKay, Veronica

doi:10.1007/978-981-33-6884-2_16

Cited by 7 publications

(3 citation statements)

References 29 publications

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“…They argue that their onto-epistemology better allows for developing relationships of reciprocity in our encounters with a world being enacted (where models themselves can be construed as enactments). They propose as part of their argument that even the distinction between "humans" and "others" becomes fuzzy (Kovach 2009;Mabunda and McKay 2021;Naidoo 2021;Pinzón-Salcedo et al 2023;Romm and Lethole 2021;Rosiek et al 2020). Cabrera et al's statement that their DSRP theory has "seen considerable testing" (2023, p. 13), via, for example, a "burgeoning amount of empirical evidence", is based on using their criteria for testing, which may not be agreed upon by others and can be selffulfilling (as I also argued in Romm 1995, with respect to other authors who supposed that their theories had been well tested).…”

Section: The Structuring Of the Articlementioning

confidence: 99%

An Indigenous Relational Approach to Systemic Thinking and Being: Focus on Participatory Onto-Epistemology

Romm

2024

Syst Pract Action Res

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This article is structured around my locating a lacuna in the (mainstream) literature describing the history of the field of “systems thinking”. I investigate how dominant accounts of this history do not include an account of the contributions of Indigenous sages and scholars’ systemic thinking. Such thinking (and being) is grounded in a relational onto-epistemology and attendant axiology – where knowing is consciously tied to (re)generating reciprocal relations with others – human and more-than-human – as we enact worlds-in-the making. The argument is that at the moment of “knowing/inquiring” we co-constitute with other agents (and not only human ones) the worlds that are brought forth. Otherwise expressed, there are never spectators, only participants in ongoing world-construction. I explore the way of explaining this as proffered by authors from a variety of geographical contexts as a backdrop to indicating how Indigenous critical systemic thinking has not been catered for by those writing the history of the so-called “systems community”. This is despite many Indigenous scholars self-naming their understandings as being systemic. I indicate that exploring global superwicked problems from the standpoint of an Indigenous onto-epistemology includes pointing to, and experimenting further with, radically different options for thinking-and-being than those that thus far have been storied by those writing the history of systems thinking. I indicate why it is important to take seriously this approach, rather than drowning its contribution.

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Section: The Structuring Of the Articlementioning

confidence: 99%

An Indigenous Relational Approach to Systemic Thinking and Being: Focus on Participatory Onto-Epistemology

Romm

2024

Syst Pract Action Res

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“…SDGs 1,2,3,6,7,11,12,13,14,15) are in the environment domain. Again, in a related article titled, "Educational Curriculum and Multispecies Relations", Mabunda & McKay (2021) have observed that the focus on environmental literacy is at the heart of the SDGs. Besides, the Incheon Declaration by the World Education Forum (2015) clearly stated, as indicated above, that the third phase of the global EFA agenda was designed to meet the growing…”

Section: Environmental Literacy Education (Ele) and The Sdgsmentioning

confidence: 99%

Untitled

2023

IJDEE

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The global Advocacy for Education for All (EFA) has its origin in Article 26 of the 1948 Declaration of Human Rights by the United Nations (UN). The Advocacy has gone through phases with limited success in the achievement of the cardinal objective of global inclusive education for humanity's survival and socio-economic development. The present (2015-2030) phase is anchored on 17 Sustainable Development Goals (SDGs) and targets African and other countries facing special developmental challenges. It has been observed that environmental literacy is at the heart of the SDGs. The purpose of this paper is to review the objectives and achievement levels of the various phases of the global EFA Advocacy and expound the desirability of incorporating Environmental LiteracyEducation (ELE) into the ongoing EFA Agenda, especially in developing countries. After a research-based exposé of the developmental benefits of integrating the competences offered by ELE with those provided by UNESCO in its Guidelines for achieving the SDGs, the paper concludes that incorporating ELE into the ongoing global EFA Agenda is highly desirable and goes on to suggest modalities for the incorporation.

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“…She laments that collectively "we are making our beautiful planet inhospitable" (p. 2). That is, considered as a whole, we are creating chaos for ourselves and for "all our relations," including all life forms (the term "all my relations"-which includes what various Indigenous authors call the more-than-human world [e.g., Ritchie, 2015;Mabunda & McKay, 2021]conveys the suggestion that we are fundamentally related to, and interdependent with, all that exists). Drawing on and extending the wisdom of Indigenous seers and scholars grappling with current catastrophes, both social and ecological, she suggests that we need to (re)define ourselves as relational selves so that we can better harness our capacity to collaborate in an inclusive community, where community is not confined to any (human) group of people; nor does it exclude what we call "nature," of which indeed we are part (p. 182).…”

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confidence: 99%

Action Research as a Hopeful Response to Apocalypse:

Romm¹

2022

JASC

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This book review offers Norma Romm’s intimate read of Hilary Bradbury`s new book How to Do Action Research for Transformations at a Time of Eco-Social Crisis (Bradbury, 2022). Much more than a simple re-narration of the main points of Bradbury`s book, Romm`s book review serves as an account of her personal engagement and dialogue with Bradbury’s work, both in resonance and appreciation and also at times challenging the very personally-informed experiences and derived conclusions that shape the core narrative of the book.

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Educational Curriculum and Multispecies Relations

Cited by 7 publications

References 29 publications

An Indigenous Relational Approach to Systemic Thinking and Being: Focus on Participatory Onto-Epistemology

An Indigenous Relational Approach to Systemic Thinking and Being: Focus on Participatory Onto-Epistemology

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Action Research as a Hopeful Response to Apocalypse:

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