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| Format: | Artículo científico |
| Language: | en |
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Associação Brasileira de Pesquisa em Educação em Ciências
2014
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| Online Access: | https://www.redalyc.org/articulo.oa?id=571666020014 |
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Table of Contents:
- Understanding Sustainability Education: A Community-Based Experience Ranjan Datta Nyojy U. Khyang Hla Kray Prue Khyang Hla Aung Prue Kheyang Mathui Ching Khyang Jebunnessa Chapola Educación State Indigenous Development Projects Sustainability Education Sustainability education policies are widely focused on modern technologies, green profits,and development projects in many Indigenous communities. However, there has beenminimal attention given to critical areas such as: Indigenous world views, spiritual andrelational practices, culture, lands, and revitalization. This imbalance, combined with thedestruction and lack of recognition to Indigenous knowledge (systems), suggests thatIndigenous environmental education policies are still in a state of adolescence as a field ofacademic inquiry. The present study examines how an Indigenous community understandssustainability and analyzes these understandings in relation to the literature on the politicsof nature as well as Indigenous and postcolonial studies. This research followed a relationalParticipatory Action Research (PAR) research approach with a focus on the researchers’relational accountabilities and obligations to study participants and site. 2014 artículo científico 1806-5104 https://www.redalyc.org/articulo.oa?id=571666020014 en http://www.redalyc.org/revista.oa?id=5716 Revista Brasileira de Pesquisa em Educação em Ciências application/pdf Associação Brasileira de Pesquisa em Educação em Ciências Revista Brasileira de Pesquisa em Educação em Ciências (Brasil) Num.2 Vol.14