Green Pedagogies: The (Re)turn to Land-Based Learning

Land pedagogy is rooted in indigeneity, that is, the deep historical relationship to place. Whether in Africa, North America, or anywhere else in the world where people’s relationship to one’s environment was harmonious, the nature-culture dichotomy does not take hold. In various places throughout Northern and Western Europe, on the other hand, where the relationship ... Read More

Dispossession, Discontinuity, and the Enclosure of Space and Time

Within the educational context, this space-time enclosure is the reinforcement of “students as regulated subjects” — the division of the day’s labor into discrete blocks of time within which only certain activities can be performed, certain subjects learned. When we consider the imbrication of the time and space enclosures — students forced into particular spaces at ... Read More