Intersections of Indigenous Knowledge and Place Based Education: Possibilities for New Visions of Sustainability Education in Uganda

Kezabu, Kevin Lubuulwa

doi:10.1007/978-981-13-0511-5_14

Cited by 2 publications

(4 citation statements)

References 44 publications

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“…The untransformed colonial education system in many previously colonised countries alienates learners from their own places, and this has also been reported by other studies (e.g. Ronoh, 2018;Kezabu et al, 2018). However, as our findings reveal, a critical pedagogy of place can improve students' connection to their environment.…”

Section: Discussionsupporting

confidence: 88%

“…However, as our findings reveal, a critical pedagogy of place can improve students' connection to their environment. Similarly, Kezabu et al (2018) found that place-based pedagogy reconnected students to their communities, cultures, and places, especially through community service projects undertaken by students, teachers, and elders in a Ugandan community. Also, the inclusion of multiple ways of knowing and connections to communities were found to be effective for learning and the transformation of school curriculum among indigenous peoples (Bang & Medin, 2010;Barnhardt, 2016).…”

Section: Discussionmentioning

confidence: 98%

“…Furthermore, indigenous learning methods, especially the use of local languages, songs, and stories, are more natural and relatable to students, and spur increased participation of students (Mushi, 2009;Manyike & Shava, 2018;Kezabu et al, 2018). Lessons also align with learners'…”

Section: Discussionmentioning

confidence: 99%

“…Place-based pedagogy, on the other hand, refers to education that is based on the people and environment engaged with it. Place, land, and environment are synonymous for many indigenous peoples (Kezabu et al, 2018) and are also used interchangeably in this paper. Tuck & McKenzie (2015, p.20) defined place as 'the setting for social rootedness and landscape continuity.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Towards a critical pedagogy of place for environmental conservation

Ajaps

Mbah

2022

Environmental Education Research

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This paper considered the changes in education that are needed in response to the rapidly deteriorating state of the Earth's environment. We argued that such changes should be focused on developing an effective education that equips inhabitants of the Earth to understand their environment towards contributing to its conservation, especially with respect to climate change mitigation and adaptation. This is crucial because previously colonised people and their environments are marginalised in their Eurocentric education systems. To escape ethnocentricity, education should be transformed using a polycentric approach that legitimises all knowledge systems and places. Therefore, this study employed a qualitative approach to explore teachers' perceptions of the extent to which their education system is based on local knowledge and places, and how the concept of place might be engaged as the foundation for learning. A selection of teachers participated in the study, which employed in-depth interviews.Factors that contributed to the place-detachment of participants' practice were analysed, along with a discussion of educational reform ideas that included place-based approaches and indigenous methods. The correlation between these ideas and a critical pedagogy of place has implications for environmental conservation in local and global contexts.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 98%