Beyond Dualism: Toward a Transdisciplinary Indigenous Environmental Studies Model of Environmental Education Curricula

DAN LONGBOAT
Trent University

ANDREJS KULNIEKS
York University

KELLY YOUNG
Trent University

Abstract 

Environmental education curricula in North America is primarily based upon the scientific model of inquiry. In an age of unprecedented environmental degradation resulting in the loss of Biodiversity, exponential population growth, sustainability questions, and as global climate change continues to soar to daunting heights, environmental education is failing to interpret the status quo that necessitates change. A paradigm shift, with a purpose to develop a model that bridges and seeks to integrate both academic disciplines and cultural knowledge systems into a more “integrative” process is needed to address environmental complexity. In this paper we outline the distinction between a scientific and Indigenous approach to environment and propose a transdisciplinary Indigenous environmental studies curriculum model enacted in an environmental studies program and in faculties of education through an eco-justice framework.

 To Read the Full Article CLICK HERE: Longboat, Kulnieks and Young