Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research

摘要

This special issue features new empirical and conceptual studies that suggest a range of considerations and practices of land education. In examining and articulating land education, the authors in the issue discuss both the role of Indigenous cosmologies in practices of land education, as well as the necessity of centering historical and current contexts of colonization in education on and in relation to land. In particular, the issue focuses on land education in relation to settler colonial territories: that is, in territory that is Indigenous and which has been and continues to be subject to the forces of colonization through land-based settlement (e.g. the US, Australia, and Brazil). The articles in the special issue delineate how the ongoing colonization of land and peoples are in fact embedded within educators' and researchers' practices and understandings of (environmental) education around the globe. Thus, the audience for this special issue includes all practitioners and researchers concerned with education and, in this venue, specifically those concerned with environment and education.