Understanding Sustainability Education: A Community-Based Experience

Authors

  • Ranjan Datta School of Environment and Sustainability University of Saskatchewan, Saskatoon, SK, Canada
  • Nyojy U. Khyang Activist and Leader, Laitu Indigenous Community Chittagong Hill Tracts (CHT), Bangladesh
  • Hla Kray Prue Khyang Women Activist and Youth Leader, Laitu Indigenous Community Chittagong Hill Tracts (CHT), Bangladesh
  • Hla Aung Prue Kheyang Activist and Youth Leader, Laitu Indigenous Community, Chittagong Hill Tracts (CHT), Bangladesh
  • Mathui Ching Khyang Women Activist and Youth Leader, Laitu Indigenous Community Chittagong Hill Tracts (CHT), Bangladesh
  • Jebunnessa Chapola PhD Student, Department of Women’s, Gender and Sexualities Studies, University of Saskatchewan SK, Canada

Keywords:

Sustainability Education, Indigenous, Development Projects, State

Abstract

Sustainability education policies are widely focused on modern technologies, green profits, and development projects in many Indigenous communities. However, there has been minimal attention given to critical areas such as: Indigenous world views, spiritual and relational practices, culture, lands, and revitalization. This imbalance, combined with the destruction and lack of recognition to Indigenous knowledge (systems), suggests that Indigenous environmental education policies are still in a state of adolescence as a field of academic inquiry. The present study examines how an Indigenous community understands sustainability and analyzes these understandings in relation to the literature on the politics of nature as well as Indigenous and postcolonial studies. This research followed a relational Participatory Action Research (PAR) research approach with a focus on the researchers’ relational accountabilities and obligations to study participants and site. 

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Published

2014-11-17

Issue

Vol. 14 No. 2 (2014): Maio-Agosto

Section

Artigos

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How to Cite

Understanding Sustainability Education: A Community-Based Experience. (2014). Brazilian Journal of Research in Science Education, 14(2), 099-108. https://periodicos.ufmg.br/index.php/rbpec/article/view/4353