Xoa:dau to Maunkaui: Integrating Indigenous Knowledge into an Undergraduate Earth Systems Science Course

2009 ◽  
Vol 57 (2) ◽  
pp. 137-144 ◽  
Author(s):  
Mark H. Palmer ◽  
R. Douglas Elmore ◽  
Mary Jo Watson ◽  
Kevin Kloesel ◽  
Kristen Palmer
Science ◽  
2008 ◽  
Vol 321 (5885) ◽  
pp. 44-45 ◽  
Author(s):  
M. Schaefer ◽  
D. J. Baker ◽  
J. H. Gibbons ◽  
C. G. Groat ◽  
D. Kennedy ◽  
...  

1995 ◽  
Vol 73 (19) ◽  
pp. 48
Author(s):  
ELIZABETH WILSON

2016 ◽  
Vol 47 (1) ◽  
pp. 117-142 ◽  
Author(s):  
Jamie Lorimer

The scientific proposal that the Earth has entered a new epoch as a result of human activities – the Anthropocene – has catalysed a flurry of intellectual activity. I introduce and review the rich, inchoate and multi-disciplinary diversity of this Anthropo-scene. I identify five ways in which the concept of the Anthropocene has been mobilized: scientific question, intellectual zeitgeist, ideological provocation, new ontologies and science fiction. This typology offers an analytical framework for parsing this diversity, for understanding the interactions between different ways of thinking in the Anthropo-scene, and thus for comprehending elements of its particular and peculiar sociabilities. Here I deploy this framework to situate Earth Systems Science within the Anthropo-scene, exploring both the status afforded science in discussions of this new epoch, and the various ways in which the other means of engaging with the concept come to shape the conduct, content and politics of this scientific enquiry. In conclusion the paper reflects on the potential of the Anthropocene for new modes of academic praxis.


Environments ◽  
2021 ◽  
Vol 8 (10) ◽  
pp. 98
Author(s):  
Farhan R. Khan ◽  
Stephanie Storebjerg Croft ◽  
Elisa Escabia Herrando ◽  
Athanasios Kandylas ◽  
Tabea Meyerjuergens ◽  
...  

A convincing case has been made that the scale of human activity has reached such pervasiveness that humans are akin to a force of nature. How environmental science responds to the many new challenges of the Anthropocene is at the forefront of the field. The aim of this perspective is to describe Anthropocene as a concept and a time period and discuss its relevance to the contemporary study of environmental science. Specifically, we consider areas in environmental science which may need to be revisited to adjust to complexity of the new era: (a) recalibrate the idea of environmental baselines as Anthropogenic baselines; (b) rethink multiple stressor approaches to recognize a system under flux; (c) re-evaluate the relationship of environmental science with other disciplines, particularly Earth Systems Science, but also social sciences and humanities. The all-encompassing nature of the Anthropocene necessitates the need to revise and reorganize to meet the challenge of complexity.


2014 ◽  
Vol 4 (1) ◽  
pp. 58-76 ◽  
Author(s):  
Ellen Carm

UNESCO (2005) launched the Decade of Education for Sustainable Development, 2005-2014, and as we now proceed into the final year of that decade there is a time for asking whose development?  That question heavily relies upon what type of education, which again leads to aspects concerning epistemological lenses. I am using my experiences and research from two totally different assignments; an evaluation of a post-literacy and skills program in rural Laos, and the other aimed at developing and implementing a localized approach to HIV/AIDS education in Zambia. The outcomes from the two interventions revealed that in order to initiate and sustain change and development, it was crucial to ensure the inclusion and merger of multiple knowledge systems, science and traditional knowledge. That requires a focus on how. In other words, the processes we put in place to ensure the recognition and merger of different epistemologies are crucial to ensure sustained local development.The paper briefly discusses key concepts related to multiple knowledge systems, education for sustainable development, and different conceptualization of learning and teaching methods, and explores how environmental education can contribute to sustainable development. The last section illustrates how expansive learning can be applied as a method and a tool to analyze the processes at stake, and outcomes of participatory and inclusive interventions. The paper elaborates on the methodology and shows how a multi-voiced approach can bridge the gap between different epistemologies, e.g. Indigenous Knowledge and Western Knowledge, create space for interaction and negotiations among a diverse group of stakeholders and actors to reach to the local innovations and development activities.DOI: http://dx.doi.org/10.3126/jer.v4i1.10726Journal of Education and Research, March 2014, Vol. 4, No. 1, pp. 58-76 


Eos ◽  
2018 ◽  
Vol 99 ◽  
Author(s):  

Julia Stawarz will receive the 2018 Basu United States Early Career Award for Research Excellence in Sun–Earth Systems Science at AGU’s Fall Meeting 2018, to be held 10–14 December in Washington, D. C. This award is given annually to “one early career scientist (no more than 3 years post-degree) from the United States in recognition of significant work that shows the focus and promise of making outstanding contributions to research in Sun–Earth systems science that further the understanding of both plasma physical processes and their applications for the benefit of society.”


Author(s):  
Ezekiel Kalipeni ◽  
Joseph R. Oppong

This chapter reviews the state of North American geographical research on Africa in the 1990s. During the 1980s research on Africa dwelt on the many crises, some real and some imagined, usually sensationalized by the media, such as the collapse of the state in Sierra Leone, Liberia, Somalia, and Rwanda and the economic shocks of structural adjustment programs. The 1990s witnessed momentous positive changes. For example, apartheid ended in South Africa and emerging democratic systems replaced dictatorial regimes in Malawi and Zambia. Persuaded that Africa had made progress on many fronts largely due to self-generated advances, some scholars began to highlight the positive new developments (Gaile and Ferguson 1996). Due to space limitations, selecting works to include in this review has been difficult. In many instances we stayed within five cited works (first authorship) for anyone scholar to ensure focus on the most important works and to achieve a sense of balance in the works cited. Thus, research reviewed in this chapter should be treated as a sample of the variety and quality of North American geographical work on Africa. One major challenge was where to draw the boundary between “geography,” “not quite geography,” and “by North American authors” versus others. In these days of globalized research paradigms, geography has benefited tremendously from interchanging ideas with other social and natural science disciplines. Thus, separating North American geographic research in the 1990s from other groundbreaking works that profoundly influence the discipline of geography is difficult. For example, while the empirical subject matter included agriculture, health, gender, and development issues, the related theoretical paradigm often included representation, discourse, resistance, and indigenous development within broader frameworks influenced by the ideas of social science scholars such as Foucault (1970, 1977, 1980), Said (1978), Sen (1981, 1990), and Scott (1977, 1987). This chapter engages these debates. Building upon T. J. Bassett’s (1989) review of research in the 1980s, the chapter develops a typology for the growing research on African issues and related theoretical orientations (Table 36.1). The reviewed works fall into the three main subdisciplines of geography—human geography (by far the most dominant), physical geography now commonly referred to as earth systems science or global change studies, and geographic information systems (GIS).


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