There’s a new course at UBC this spring: ‘Ecology, Technology, Indigeneity and Learning: Contexts, Complexities, and Cross-cultural Conversations’ May 7 – June 15, 2012. Tuesdays & Thursdays, 1:00 – 4:00pm
Here’s the skinny:
Ecological and technological educational discourses are often taught as separate discourses downplaying, or ignoring altogether, their interconnectedness, complexities, and complicities, as well as their diverse cultural contexts. This course offers students an opportunity to critically explore how to reconnect and reshape these storylines into enactments of equity, social justice, cultural inclusivity, environmental sustainability and environmental justice.
Students will be introduced to the voices of Indigenous Peoples and other marginalized peoples impacted by neoliberalism and global economics who share their struggles for survival, cultural regeneration and protection/reclamation of their lands, as well as their vibrant and rich technological ecoliteracies. These ecoliteracies speak to the complex social and ecological crises worldwide. Students will reflect on how they learn, think, feel, act, and write as they work toward the creation of sustainable learning communities — Indigenous, non-Indigenous, urban, rural, on-line, on-the-ground, classroom, or otherwise delineated — based on principles of respect, reciprocity, equivalency of epistemologies/methodologies/protocols, and shared dialogue.
This course will be of interest to education students seeking ways to introduce cross-cultural eco-sensibilities into their classroom teaching, as well as to students outside of education who are seeking a graduate course that addresses the multiple contexts, complexities, and complicities of the ecology—technology—Indigeneity/social justice interfaces.
I’m particularly interested in the “principle” of equivalency of epistemologies.
(This is a syndicated post. Read the original at FreeThoughtBlogs.)