Using the pandemic to decolonize nature: Interrogating pragmatic education

This article seeks to use Dewey’s interpretation of pragmatism and education as a model for how dominant notions of school exemplify a colonizing theory of nature. The article argues that Dewey sought to commodify nature as a tool for human progress. This aspect of Dewey’s beliefs is further demonst...

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Bibliographic Details
Published inProspects (Paris) Vol. 51; no. 1-3; pp. 261 - 277
Main Author Foley, William J.
Format Journal Article
LanguageEnglish
Published Dordrecht Springer Netherlands 01.10.2021
Springer
Springer Nature B.V
Subjects
COVID-19
Decolonization
Dewey, John (1859-1952)
Earth Science
Education
Educational Philosophy
Educational Theories
Educational theory
Elementary education
Elementary School Science
Indigenous Knowledge
International and Comparative Education
Native peoples
Pandemics
Science education
Science Instruction
Viewpoints/ Controversies
Nature
Anthropocene
Pandemic
Indigenous people
Colonialism
Dewey
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Summary:This article seeks to use Dewey’s interpretation of pragmatism and education as a model for how dominant notions of school exemplify a colonizing theory of nature. The article argues that Dewey sought to commodify nature as a tool for human progress. This aspect of Dewey’s beliefs is further demonstrated in the kind of schooling that is being implemented through globalization. The article draws on Indigenous concepts of the nature and the Earth, for decolonizing science instruction in an elementary classroom.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:0033-1538
1573-9090
DOI:10.1007/s11125-021-09547-9