Langscape Volume 3, Issue 1, Spring 2014
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In this issue of Langscape we explore how language, culture, and nature are being integrated in education curricula and the reasons motivating these adaptations. Local education processes shape and influence who we are and the ways we contribute to the knowledge and behavior of global society. What we teach, and how we teach it, differs among education systems and communities and changes over time as societies evolve and incorporate new knowledges. The mosaic of traditional Indigenous cultures and languages around the world provides diverse philosophies that can contribute to the problem-solving skills, growth, and resilience of humanity. A challenge for many cultural communities has been how to retain the foundations of traditional knowledges and languages while gaining beneficial elements of contemporary education. Linking traditional Indigenous perspectives with modern education, for example, requires the involvement of Elders or experienced cultural teachers and land-based activities to provide a context for learners to understand concepts within holistic worldviews. Communicating successes in biocultural approaches to education is important for knowledge exchange among global communities and facilitating advancements in pedagogy.
The next issue of Langscape aims to address the following questions:
- What does a biocultural approach to education mean?
- What educational and societal benefits can we gain from implementing a biocultural approach to education?
- What gaps in education stand in the way of implementing a biocultural approach?
- How are these gaps being addressed or how can they be addressed?>
- Where do we focus to ensure success (policy, curriculum, schools, communities)?
- How can we successfully apply the lessons of traditional Indigenous approaches to contemporary Aboriginal and non-Aboriginal education? What are some examples?