Portal de Periódicos da CAPES

Recultivating Intergenerational Resilience: Possibilities for Scaling DEEP through Disruptive Pedagogies of Decolonization and Reconciliation.

2017; Volume: 22; Linguagem: Inglês

1205-5352

Lewis Williams, Nick Claxton,

Community Health and Development

In the face of declining human-ecological systems, as well as intercultural and interspecies trauma, we are currently witnessing a renaissance of activist-orientated environmental education. In Canada, this work is increasingly viewed as part of a broader healing response of “DEEP” reconciliation work between Indigenous and non-Indigenous Peoples, and ultimately humankind and the planet. This article locates these themes of healing human-ecological trauma and Indigenous - non-Indigenous relationships, within the work of the International Resilience Network (IRN)—a community of practice which aims to collectively impact social-ecological resilience, in part through transformative pedagogical practices which simultaneously support Indigenous resurgence and develop epistemological and relational solidarity between Indigenous and non-Indigenous Peoples. Through our story of the IRN’s inaugural summit, we share our learnings of such pedagogical practices amidst the tensions and paradoxes inherent within a decolonizing agenda. -- Resume Confrontes au declin des systemes ecologiques et humains, et a un traumatisme interculturel et inter-especes, nous assistons actuellement a une renaissance de l’activisme au sein de l’education a l’environnement. Au Canada, on considere de plus en plus que cette approche releve d’un processus de guerison plus vaste, visant une profonde reconciliation entre les Autochtones et non-Autochtones et, au bout du compte, entre l’humanite et la planete. Dans notre article, nous relevons l’importance de ces themes dans le travail de l’International Resilience Network (IRN), une communaute de praticiens cherchant a favoriser la resilience socioecologique, notamment grâce a des pratiques pedagogiques transformatrices qui soutiennent la resurgence autochtone tout en developpant la solidarite relationnelle et epistemologique entre les peuples autochtones et non autochtones. A travers un compte rendu du premier sommet de l’IRN, nous degageons des lecons sur ces pratiques pedagogiques qui fleurissent parmi les tensions et les paradoxes inherents a cette colossale entreprise de decolonisation.