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“No one said a word”: Children Give Voice to the Fullness of Language, Landscape, and Life

Cape Breton

by Patrick Howard . We don’t like to think of our lives as predictable, as being mapped out, but our connections to people and place and how they shape who we become are most often undeniable. Much to the surprise of friends and family, on graduating from teacher’s college, I chose to take a position

Mangroves, Education, and Recovery of the Territory: Biocultural Diversity in Bahía Solano, Colombia

biocultural diversity

Text by Felipe Rodríguez Moreno & Norma Constanza Castaño Cuéllar Photos by Felipe Rodríguez Moreno Bahía Solano is a municipality located in the Chocó District on the Pacific coast of Colombia, which over the past decades has undergone profound social and cultural transformations. A decree by the Colombian government created Bahía Solano as an agricultural

Orpul as a Place of Mind: Integrating Local Ritual into School Curriculum to Sustain Biocultural Diversity in Tanzania

biocultural diversity

by Heidi Simper “A people without the knowledge of their past history, origin, and culture is like a tree without roots.” —Marcus Garvey During the rainy season in the bush of the Great African Rift Valley in Eastern Tanzania, amid Maasai culture, acacia trees, and cries of hyenas in the night, I was conducting my

Towards an Ecology of Diversity: Fostering Intercultural & Environmental Diversity in a Post-secondary Education Environment

BCIT_Aboriginal Services logo

by Derik Joseph and Shannon Kelly Fostering diversity in a post-secondary education environment is, we believe, the most essential impetus for creating truly “enlightened” learning. Diversity is a major, growing, significant catalyst demanding changes to post-secondary education. The notion of diversity has many meanings and implications, but here we profile two interconnected examples of diversity

Unity in Diversity: A Case Study of Intercultural Education in Tanzania

Maasai

by Jennie Harvey . Traditional knowledge (TK) is the knowledge accumulated by local and Indigenous Peoples over hundreds of years through the experience of living in a particular place. It includes knowledge about plants, animals, natural phenomena such as the weather, technologies for hunting, fishing, farming, forestry, and other activities, and constitutes a worldview comparable

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