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Curriculum Inquiry Volume 52, 2022 - Issue 2: Education and ecological precarity: pedagogical, curricular, and conceptual provocations
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Interviews

Undoing human supremacy and white supremacy to transform relationships: An interview with Megan Bang and Ananda Marin

Megan Banga Northwestern University, Evanston, Illinois, USAORCID Iconhttps://orcid.org/0000-0001-7364-469XView further author information
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Ananda Marinb University of California, Los Angeles, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-3250-9963View further author information
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Sandi Wemigwasec University of Toronto, Ontario, CanadaView further author information
,
Preeti Nayakc University of Toronto, Ontario, CanadaView further author information
&
Fikile Nxumaloc University of Toronto, Ontario, CanadaORCID Iconhttps://orcid.org/0000-0003-2039-9146View further author information
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Pages 150-161 | Published online: 26 Apr 2022

Citations (12)

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Read on this site (6)

Narda Nelson & John Drew. (2024) Multispecies collaboratories: reconfiguring children’s more-than-human entanglement with colonization, urban development and climate change. Children's Geographies 22:1, pages 165-181.
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Neil O. Houser. (2024) Inquiry Island - The Prequel: A Critical Ecological Social Studies Experience. The Social Studies 115:1, pages 13-23.
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Helena Pedersen. (2023) Post-anthropocentric pedagogies: purposes, practices, and insights for higher education. Teaching in Higher Education 0:0, pages 1-15.
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Deborah Silvis. (2023) Cherished World Thinking: Developing a Maintenance Mindset in Family Caregiving Contexts. Cognition and Instruction 41:1, pages 61-93.
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Nicole Land. (2023) Thinking metabolically with shivering, sweating, and feminist science studies in early childhood education. Curriculum Inquiry 53:1, pages 9-27.
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Maya Revell. (2022) Decolonizing place in early childhood education. The Journal of Environmental Education 53:5, pages 304-306.
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Articles from other publishers (6)

Fikile Nxumalo & Pablo Montes. (2023) Encountering creative climate change pedagogies: Cartographic interruptions. Research in Education 117:1, pages 42-57.
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Marcia McKenzie, Joseph Henderson & Fikile Nxumalo. (2023) Climate change and educational research: Mapping resistances and futurities. Research in Education 117:1, pages 3-10.
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David Long & Joseph Henderson. (2023) Climate change as superordinate curriculum?. Research in Education 117:1, pages 73-87.
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Marcia McKenzie, Joseph Henderson & Fikile Nxumalo. (2023) Climate change and educational research: Mapping resistances and futurities. Research in Education.
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Shirley Tagalik, Kukik Baker, Joe Karetak & Jrène Rahm. (2023) Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations. Journal of Research in Science Teaching 60:8, pages 1697-1722.
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Sofia A. Villenas. (2023) Mentoring the next generation of scholars in the anthropology of education: A note on the affordances of the CAE Mission Statement . Anthropology & Education Quarterly 54:3, pages 226-228.
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