Based on ethnographic research with an Indigenous community in Junín, Peru, and involving over 21 participants, this article explores the link between Indigenous lands, environmental knowledge, cultural practices, and education. Drawing from traditional ecological knowledge and nature-mediated education, Indigenous community spaces as vital learning spaces are highlighted. Through the lens of family and community-scale farming, this article also discusses critical perspectives on Indigenous agricultural traditions, lessons in subsistence farming, food and notions of success for students, and globalisation. Finally, an argument is made for educational development to acknowledge the breadth of Indigenous ecological issues, to prioritize Indigenous lands, languages, and cultural practices, and to support collaborative research that underscores Indigenous epistemologies.
|Original language||English (US)|
|Number of pages||19|
|Journal||Cultural Studies of Science Education|
|State||Published - Dec 1 2016|
Bibliographical notePublisher Copyright:
© 2014, Springer Science+Business Media Dordrecht.
- Indigenous ecologies
- Indigenous education
- Quechua Wanka