[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596599-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-596599-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","eco-literacy-development-through-a-framework-for-indigenous-and-environmental-educational-leadership","Eco-Literacy Development through a Framework for Indigenous and Environmental Educational Leadership","","The paper conceptualizes an eco-mentorship program and a learning-garden alternative to strengthen environmental learning in teacher education. It proposes a framework that supports Indigenous environmental studies, eco-justice education, and Western scientific environmental knowledge within an eco-literacy and environmental leadership curriculum in Ontario. The authors examine eco-hermeneutic practices, linking land and language through place-based relationships, and use inter-generational knowledge models for exploring earth, water, food, and plants.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/eco-literacy-development-through-a-framework-for-indigenous-and-environmental-educational-leadership/596599/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/eco-literacy-development-through-a-framework-for-indigenous-and-environmental-educational-leadership/596599.png","ImageObject",300,407,{"name":42,"@type":43},"Muffet","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What eco-mentorship and learning-garden approach does the paper propose?","Question",{"text":63,"@type":64},"It proposes an eco-mentorship program coupled with learning-garden alternative practica to advance environmental learning in teacher education through place-based practices.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the framework integrate Indigenous and Western knowledge?",{"text":68,"@type":64},"It argues that eco-mentorship should address, involve, and fully integrate Indigenous Knowledges alongside Western scientific inquiry within the curriculum.",{"name":70,"@type":61,"acceptedAnswer":71},"What role do eco-hermeneutic practices and place-based relationships play?",{"text":72,"@type":64},"Eco-hermeneutic practices are used to make historical and etymological connections between land and language through developing relationships with place.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596599,1792851229,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Eco-Literacy Development through a Framework for Indigenous and Environmental Educational Leadership  \nAndrejs Kulnieks, Nipissing University; Dan Roronhiakewen Longboat, Trent University; Kelly Young, Trent University, Canada  \nAbstract  \nIn response to the call of curriculum reforms at the international, national, and local levels, we conceptualize an eco-mentorship program and envision a learning garden alternative practica. We aim to advance a framework enabling the innovation of Indigenous environmental studies, eco-justice education, and Western scientific environmental knowledge as part of a larger eco-literacy and environmental leadership curriculum in Ontario. We explore the application of a framework for environmental learning that involves eco-hermeneutic practices, making historical and etymological connections between land and language through the development of relationships with place. As gathering and gardening practices have taken place in Indigenous cultures since time immemorial, we investigate how earth, water, food, and plants can be explored through an inter-generational knowledge model.  \nRésumé  \nEn réponse au besoin d’actualisation des programmes d’études aux niveaux international, national et local, nous conceptualisons un programme de mentorat écologique et envisageons des pratiques parallèles en jardin d’apprentissage.  \nNotre intention est de promouvoir un cadre permettant l’innovation dans les études environnementales autochtones, dans l’éducation en justice écologique et dans le savoir environnemental scientifique occidental, dans le cadre d’un programme d’études plus large axé sur les compétences en écologie et le leadership environnemental en Ontario. Nous étudions l’application d’une structured’apprentissage environnemental mettant en jeu des pratiques herméneutiques écologiques, en établissant des liens historiques et étymologiques entre la terre et la langue par l’amélioration des relations avec le lieu. Comme les pratiques de cueillette et de jardinage existent dans les cultures autochtones depuis la nuit des temps, nous examinons l’étude de la terre, de l’eau, de la nourriture et des plantespar un modèle de connaissance intergénérationnel.  \nKeywords: eco-literacy, curriculum, Indigenous environmental studies, ecomentorship, leadership  \nCanadian Journal of Environmental Education, 18, 2013 111  \nIntroduction  \nOur article emerges from several knowledge sources, that is, an acknowledgement that Dan Roronhiakewen Longboat belongs to the Turtle Clan of the Mohawk Nation, is a citizen of the Haudenosaunee, and is originally from Oshwe:ken, the Six Nations community on the Grand River Territory, and is a trained scholar of Indigenous environmental studies. Kelly Young is Canadian born of mixed European heritage, and Andrejs Kulnieks is Canadian born of Latvian heritage. These non-Indigenous authors have spent over a decade learning from both Anishinaabee and Haudenosaunee Elders in order to inform a conceptualization of an eco-mentorship teacher education program. The mission of the program is to bring together both Indigenous and Western scientific knowledge systems into an additional certificate program in a teacher education curriculum.  \nThis article draws upon decades of experience as teachers and academics, and of lived experiences of traditional teachings. We share our insights of the conceptualization of an eco-mentorship program that integrates ecological and Indigenous perspectives. Our thesis is simply that any eco-mentorship program should address, involve, and fully integrate Indigenous Knowledges, in addition to Western scientific inquiry as part of the curriculum. The aim of this paper is to explicate how environmental learning can be applied in teacher education programs in a conceptual manner, as curriculum, or currere—a course to be run—emerges in what Pinar (1975) terms as a reconceptualization of curriculum. That is, we are reconceptualizing a course to be run in an environ","cbCaimvm6HMW7IqX","https://ap.wps.com/l/cbCaimvm6HMW7IqX","pdf",1045281,15,"English","# Abstract\n# Introduction\n# Terminology","[{\"question\":\"What eco-mentorship and learning-garden approach does the paper propose?\",\"answer\":\"It proposes an eco-mentorship program coupled with learning-garden alternative practica to advance environmental learning in teacher education through place-based practices.\"},{\"question\":\"How does the framework integrate Indigenous and Western knowledge?\",\"answer\":\"It argues that eco-mentorship should address, involve, and fully integrate Indigenous Knowledges alongside Western scientific inquiry within the curriculum.\"},{\"question\":\"What role do eco-hermeneutic practices and place-based relationships play?\",\"answer\":\"Eco-hermeneutic practices are used to make historical and etymological connections between land and language through developing relationships with place.\"}]","Eco-Literacy Development through a Framework for Indigenous and Environmental Educational Leadership | PDF",1792083375,38]