The Nick-Squared Test for Indigenous Education’s “Goodness of Fit” with Environmental Education in Canada

ABSTRACT

This article explores the personal experiences using a currere model of two new academics and their investigations into the relationships between Indigenous education and environmental education. It outlines the challenges of Indigenous education within the contexts of higher education in the Coast Salish region with a specific focus on the Canadian role in Indigenizing education. We suggest that an intervention in our current practices is necessary in light of the ongoing violations of the Universal Declaration of Human rights and the Declaration of the Rights of Indigenous Peoples. We provide language and insights into cultural schizophrenia, authenticity, and the complexities of Indigenization.

KEYWORDS:

• Indigenous education
• environmental education
• currere
• personal experience
• Canada

Acknowledgments

This article was written over the course of many years as we completed our PhDs together and then went on to work at different universities.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Nicholas R. G. Stanger

Nicholas R. G. Stanger works as an assistant professor of environmental education at Huxley College of the Environment at Western Washington University. He completed his doctorate at the University of Victoria in 2014 and was a Social Sciences and Humanities Council Doctoral Fellow. The focus of his research revolved around the learning that occurs within outdoor childhood places (www.transformativeplaces.com), and their lasting effects on our lives. With his background in natural resources, tree-canopy research, Masters in environmental education and communications, and significant work in conservation, Indigenous education, and technical web-based learning systems, his PhD represented an interactive online video journey designed to combine his skills, expertise, and interests. Stanger was chair of the board for the Child and Nature Alliance of Canada from 2012–2015, an organization that seeks to connect organizations, families, and youth with nature-based experiences. He currently lives with his wife and son in Bellingham, Washington.

XEMŦOLTW Nicholas Claxton

XEMŦOLTW Nicholas Claxton was born and raised in Saanich (W̱SÁNEĆ) Territory. He is a member of the Tsawout First Nations, one of the Saanich First Nation bands on Southern Vancouver Island. Nick received his Masters in Indigenous Governance and his doctorate through the Faculty of Education at the University of Victoria. He is currently Assistant Teaching Professor in Indigenous education in the Faculty of Education. His research and teaching interests focus on land and water based Indigenous knowledge systems and land-based experiential learning.