engaging indigenous urban youth in environmental learning: the importance of place revisited

abstract

this paper describes the evolution of an environmental learning program for indigenous, urban youth called bridging the gap. a critical pedagogy of place provides a theoretical framework to engage in practitioner-reflection, exploring the decisions made while revising the original program to make it both culturally and ecologically relevant. using an action research methodology, the practitioner-researcher resolves to continue to seek resolution to relevant aspects of marginalization in attempt to facilitate reinhabitation for bridging the gap learners while emphasizing the program's place-specific social, economic, and ecological situatedness.