| 000 | 03548nam a22004695i 4500 | ||
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| 999 |
_c98038 _d98038 |
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| 001 | 978-981-10-7600-8 | ||
| 003 | DE-He213 | ||
| 005 | 20191025094208.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 180116s2018 si | s |||| 0|eng d | ||
| 020 | _a9789811076008 | ||
| 024 | 7 |
_a10.1007/978-981-10-7600-8 _2doi |
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| 040 | _cМУБИС. | ||
| 050 | 4 | _aLC189-214.53 | |
| 072 | 7 |
_aJN _2bicssc |
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| 072 | 7 |
_aEDU040000 _2bisacsh |
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| 072 | 7 |
_aJN _2thema |
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| 072 | 7 |
_aJHBC _2thema |
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| 082 | 0 | 4 |
_a306.43 _223 |
| 100 | 1 |
_aMa Rhea, Zane. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut |
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| 245 | 1 | 0 |
_aLand and Water Education and the Allodial Principle _h[electronic resource] : _bRethinking Ecological Education in the Postcolonial Age / _cby Zane Ma Rhea. |
| 264 | 1 |
_aSingapore : _bSpringer Singapore : _bImprint: Springer, _c2018. |
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| 300 |
_aXII, 96 p. 4 illus. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
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| 490 | 1 |
_aSpringerBriefs in Education, _x2211-1921 |
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| 505 | 0 | _aLand and Water Education: Ontological and Epistemological Considerations -- Allodial Traces -- Pre-Feudal Recognition of the Allodial Principle -- Enclosures and Common Lands and Waterways -- Land and Water as Property and as Relationship -- Land and Water under Colonisation: Allodiality and Colonisation -- Vestigial Allodiality? -- Alod, Land, and Water Education. | |
| 520 | _aThis book argues that the ancient allodial principle enables a paradigmatic shift in the way specialist educators in environmental, Indigenous, and legal studies; teacher educators; and teachers think about land and water education. Land and water are basic to human life, and students will need to grapple with matters of sustainability and Indigenous entitlement in their future work. People now living in lands and on waterways that have been colonized, such as Australia, are taught to regard land and water in ways that have been fundamentally shaped by English law. This book introduces ancient as well as more contemporary forms of land and water access and examines the underlying ontological and epistemological enframements that shape the way that ‘land’ and ‘water’ are understood and taught. As peoples of the world grapple with environmental sustainability and Indigenous rights, the author provides a pivotal rejection of the entitlement to ‘abuse’. The book also reasons that educators should employ alod pedagogy to develop their approach to ‘working out’ difficult matters to do with balancing the rights and responsibilities of nations, regions, corporations, communal and individual owners in the access to, use of, and transferability of land and waterways. | ||
| 650 | 0 |
_aScience _xStudy and teaching. |
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| 650 | 1 | 4 |
_aSociology of Education. _0http://scigraph.springernature.com/things/product-market-codes/O29000 |
| 650 | 2 | 4 |
_aScience Education. _0http://scigraph.springernature.com/things/product-market-codes/O27000 |
| 650 | 2 | 4 |
_aEducational Policy and Politics. _0http://scigraph.springernature.com/things/product-market-codes/O19000 |
| 710 | 2 | _aSpringerLink (Online service) | |
| 776 | 0 | 8 |
_iPrinted edition: _z9789811075988 |
| 776 | 0 | 8 |
_iPrinted edition: _z9789811075995 |
| 830 | 0 |
_aSpringerBriefs in Education, _x2211-1921 |
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| 856 | 4 | 0 |
_uhttps://doi.org/10.1007/978-981-10-7600-8 _yElectronic version-Цахим хувилбар |
| 942 |
_2ddc _cEBOOK |
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