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This article presents a comparative exploration of news media portrayals of Indigenous environmental issues in Canada and the United States guided by a qualitative multimodal critical discourse analysis methodology. Theoretical framing was provided by Elliot Eisner's three curricula, Antonio López's visual literacy framework, and the broader fields of critical media literacy, environmental communication, and Indigenous media practice. This inquiry responded to recent media coverage of manifestations of resistance to environmental degradation and colonial (re-)encroachment in Indigenous territories on both sides of our shared borders such as the Keystone XL and Coastal GasLink pipelines, among others. Media portrayals of environmentally conscious Indigenous initiatives and collaborations such as the proliferation of renewable energy developments across Turtle Island/North America and the transborder Buffalo Treaty were also explored.

We assessed the efficacy of the educational simulation Quagmire to deliver curriculum focused on park and protected area management in a time of record visitor use. Specifically, our study evaluated how Quagmire prepared contemporary students to maximize field-based learning during a week-long experience at Capitol Reef National Park, USA (Capitol Reef). Student essays and discussion responses (n = 71) were collected following the visit to Capitol Reef, and coded by two researchers familiar with Quagmire and simulation-based learning. Place-based education and preparation for future learning frameworks were used in qualitative analyses. Results indicate students perceived Quagmire prepared them to maximize learning at Capitol Reef, however, combining Quagmire with subsequent field-based learning did not substantially contribute to outcomes associated with connection to place. Implications for using Quagmire with contemporary student populations are discussed, as is the potential usefulness of sequencing simulation-based gaming with field-based learning.

In our semester original teaching idea, we detail possibilities of resistance to the neoliberal university by considering tribal critical race theory and postsocialist feminism as frames for decolonization. The semester takes shape by focusing on foundational readings to bridge decolonial and postsocialist thought as the basis for dialogue about neoliberalism as it manifests imperialist white supremacist capitalist patriarchy in our universities. Focusing on property ownership as a discursive link between neoliberalism, decolonization, and postsocialism, we ask students to theorize/analyze how ownership of property and communication of that ownership maintains, extends, and resists colonial, liberal, and capital forms of power in the institution. We anchor our theoretical application by presenting students with a case study about the indigenous lands upon which our universities are built/occupy accompanied by a discussion about university "ownership" of ancestral remains and sacred objects. In our final assignment/assessment, students use decolonial and postsocialist feminist theory in assignments and discussion to reimagine the neoliberal university's relationship to property. Applying their critical understanding of history and alternative approaches to knowledge and property, students construct statements of commitment to actions that the university should take as a result of land acknowledgment. Courses: Communication Theory or Methods and Intercultural Communication. Learning Outcomes: By the end of this activity, students will be able to: (1) identify discourses of institutional ownership as it relates to property, bodies, and knowledge and apply what they learn to a public document; (2) engage in communication inquiry about property, equity, justice, and ownership; (3) apply ethical communication principles and practices; (4) utilize communication to embrace difference; and (5) practice democratic deliberation focused on public ownership

Popular and academic common senses turn to education as the great equalizer in American life, a seemingly obvious pathway to creating a more just world. Education, which means not only a degree, but the social relations created through affiliation with formal study, is cherished as the pathway to secure a more just society. Yet the educational apparatus is also one of the key arenas where calls for justice are corralled into limiting frameworks. Both drafts' attention to quantifying the number of people enslaved to directly benefit an institution, the number of years an institution was able to directly extract enslaved labor, and the number of college degrees or community grants that will recompense these harms, epitomize the drive to quantify and contain the harm of chattel slavery and its ongoing afterlives into specific numbers, specific debts that can be definitively repaid. This essay demonstrates how the Morrill Land Grant Act of 1862 embedded a framing of land as a commodity and investment so deeply into the historic formation of US higher education as a public good that the epistemology of property seems inseparable from US higher education. It traces how discourses of property and property rights came to structure popular and academic common senses about education and justice by looking at three key laws establishing and extending land-grant funding for US higher education. Vineeta Singh's primary focus is on how these laws are deployed to buttress the progress narrative at the core of popular and academic common sense about higher education as an inherently democratic and democratizing endeavor. Throughout she argues that the epistemology of property has been deeply embedded in every articulation of U.S. public higher education. It has stymied the imaginations of justice through education to narrow visions of corrective justice, understood as the rectification of specific, quantifiable harms. In order to make the case for redistributive justice, society must confront and uproot this epistemology of education as property.

Purpose: This study aims to determine the impact of resource use behaviours of students of a public university in Ghana on ecological sustainability. It examines the land area required to provide the resources used and also to assimilate the wastes produced. It also suggests an effective way to initiate participative discussions on environmental sustainability and consequences of resource use in a university setting. Design/methodology/approach: This study adopts a mixed methods approach to gather and analyse data on students' lifestyles concerning ecological footprint. The data was analysed using the Predictive Analytics Software and a modified version of the ecological footprint analysis (EFA). Findings: The current ecological footprint of students in the university is not environmentally sustainable. The sample population had high average ecological footprint of 3.62 hectares, representing an ecological impact score of 135.85. The findings provide lessons on how universities and analogous institutions interested in sustainable practices could foster ecologically sustainable development. Research limitations/implications: Additional data collection methods such as a longitudinal study would provide a more comprehensive assessment of the impact of resource use behaviour of students in a public university in Ghana on ecological sustainability. Social implications: EFA and findings can support universities to effectively integrate sustainability practices into their policies and practices to help students contribute to making society more sustainable. Originality/value: This is an original research and makes a contribution to EFA and sustainable practices of public universities in Ghana.

Opportunities to deploy digital technologies to research agendas and active learning in tertiary education are becoming more widespread. Despite this, many research techniques are still taught using traditional "pen-and-paper" methodologies. In this article, we report on a strategy for integrating mobile technology into our large (275+) module "GG1015 Applied Geography," via the use of smartphones and the ESRI Collector for ArcGIS app. Focus groups identified three common themes among students in response to using this mobile technology in geographic research. Our findings suggest that digital technologies can enhance active learning in geography for all students. Similarly, such activities should not only be reserved for small groups, and can be up-scaled for larger class sizes, particularly when using new technologies. Finally, we illustrate how the use of technology in a group setting can foster teamwork, peer-to-peer learning, and positively reinforce the uptake of digital technology in geographic fieldwork.

British colonization initiated colonial capitalist dispossession of Adivasi-Dalit-Nontribal Forest Dwellers (ADNTFD) in India. Post-independence development continued this trend, accentuated by the neoliberal turn in the early 1990s orchestrated by the then Congress government and intensified by saffron (Hindu nationalist) authoritarian neoliberalism under the recently re-elected Bharatiya Janata Party in 2014 and 2019, leading the National Democratic Alliance regime. Neocolonial continuities and current neoliberal colonial capitalist dispossession and resistance in the forest belt, or India's contemporary 'land wars', are dialectically linked to potential spaces for Participatory Action Research (PAR) with/in ADNTFD struggles. This paper explores the imbrications of the neoliberal agenda, land wars and PAR in India, and by extension, for similar contexts addressing the vicissitudes of neoliberal authoritarian capitalism in the neo-colonies.

In June 2014, the Supreme Court of Canada held that Aboriginal title should be granted to the Tsilhqo'tin Nation over a portion of its traditional territory in British Columbia.1 This was the first time that a Canadian court had granted Aboriginal title to a specific land area. The court noted that Aboriginal title is collective title held for present and future generations and that, consequently, the land cannot be developed in a way that would "substantially deprive" future generations of its benefit. The court also noted that a government seeking to use Aboriginal title land for development or other purposes must seek the consent of the title holders; if the title holders do not give their consent, the government must establish that the proposed use is justified under Canada's "Constitution Act, 1982." These norms give Aboriginal title holders a prima facie legal right not to have their land used by the government for development or other purposes without their consent, or so I argue. I then turn to the United Nations Declaration on the Rights of Indigenous Peoples. Several UN member countries, including Canada, did not sign the Declaration when it was approved by the General Assembly in 2007. Canada had concerns about provisions which it interpreted as giving indigenous peoples a "free, prior and informed consent" veto over state measures affecting their land. I argue, partly by reference to recent work on consent by the Oxford philosopher Derek Parfit, that indigenous peoples occupying ancestral lands within the borders of a broader state should not be treated as having a veto over state use of their land, but should be treated as having a prima facie moral right that the state not use their land without their consent. This right, being prima facie, can be overridden. I propose a set of candidate override conditions which, I claim, would be considered plausible if judged from the perspective of an ethic of sustainable development broadly conceived in a way I outline. These conditions are based in part on those that the "Tsilhqot'in" judgment says the state must show to be satisfied if it is to be justified in using Aboriginal title land for development or other purposes in circumstances in which it has consulted with the title holders but they have not consented to the proposed use. [This is a revised version of a paper presented at the Oxford Round Table's "11th Annual International Session on Environment, Climate Change, and Global Warming" held at Harris Manchester College, University of Oxford, July 22-25, 2015.]

Modern landscape--it's a holistic system of interconnected and interacting components. To questions of primary importance belongs evaluation of stability of modern landscape (including agrarian) and its optimization. As a main complex characteristic and landscape inhomogeneity in a process of agricultural usage serves materials of quantitative and qualitative analysis of agro ecosystems. For this ones use different methods of remote sondage of soils, analysis of soil for agricultural purpose, GIS-technology and other. Usage of modern technologies for space imagery will allow to actualize information of agricultural lands monitoring and effectively solve arising tasks. Article is devoted to definition of indicators of lands condition of agricultural purpose. Accomplished analysis of methodical approaches to analysis of agricultural lands condition, that allows to determine the most prospective ways of usage, gives propositions about application of modern technologies. It is proposed to create a centralized governmental informational resources about lands of agricultural purpose and about these lands as a part of lands of other categories.

The paper is relevant since tourism is considered as an element of sustainable development of the region, which means not only growth but also formation of a fundamentally new system of land use planning with tourism as its integrator. The purpose of the paper is development of theoretical-methodological and cartographic instruments for identifying homogeneous territorial complexes, which can be grouped based on the similar functional features and represented as strategic instruments for development of the region. The differential matrix method for distinguishing typological structures in the economic complex of the region is the basic research method. This method in turn is based on the targeting method for the purpose of planning development of a region, the structural method aimed at forming clusters on the branch principle and the forecasting method with an eye to determine whether implementation of suggested measures will cause an increase in Gross Regional Product. It's suggested to implement recreational monitoring based on the concept of recreational digression stages with diversification of tourist product in each natural recreational area and identifying a few cycles of recreational activity, which allow, if conditions changed, refocusing recreational activity to a different, optimum direction and creating cross-border protected areas, coordinating actions of existing near-border areas. Zoned territories can be useful for investment companies, economic associations. The territories, which could be designated as additional protected areas in the Ukok, Chuya-Kuray, North-South-Chuya natural recreational regions, can be included into the Golden Ring as far-reaching paths.

An Arthur Temple College of Forestry and Agriculture (ATCOFA) senior spatial science undergraduate student engaged in a multi-course undergraduate research project to expand his expertise in remote sensing and assess the applied instruction methodology employed within ATCOFA. The project consisted of performing a change detection land-use/land-cover classification for Nacogdoches and Angelina counties in Texas using satellite imagery. The dates for the imagery were spaced approximately ten years apart and consisted of four different acquisitions between 1984 and 2013. The classification procedure followed and expanded upon a series of concrete theoretical remote sensing principles, transforming the four remotely sensed raster images into corresponding classified vector maps. The progression of the research project is layed out in a step-by-step process identifying settings and addressing issues that may commonly be encountered. The results indicate that the digital imagery acquired by the Landsat 8 sensor may have resulted in more precise and consistent spectral recognition of the image pixels, and distributed them more accurately in their clusters. The results from the study validate the applied instruction methodology employed in the remote sensing curriculums and reinforce ATCOFA's mission by guiding and empowering undergraduate students with the capability of employing sophisticated remote sensing technology to accurately quantify, qualify, map, and monitor natural resources.

Based on Indigenous education research in Canada, the U.S., and Peru, small Indigenous school founders and educators reveal visions and tensions emerging through commitment to community-based Indigenous schooling. Major themes encompass connections to histories, relationships with the environment, and navigation of local and state pressures. Anchoring each school are efforts to protect Indigenous lands and cultural practices, and the article asserts that small Indigenous schools are vital representations of resurgence in and beyond Indigenous communities.

The current pandemic might temporarily slow down environmentally destructive economic growth. However, claiming that we are flattening the curve of (un)sustainability is dangerous. The global sustainability crisis is not just being driven by uneconomic growth but also increasing global inequality and social stratification. Teaching this key lesson requires widening the repertoire of sustainability pedagogy from the conventional wisdom of pedagogical monism to the radical approach centred on both pluralism and pedagogical citizenship.

We begin this paper by considering a practice that is not normally thought of as 'environmental education'. That is, the land acknowledgement. In recent years, it has become standard for schools and other public institutions in British Columbia (BC) to acknowledge that they are situated on Indigenous land, especially when hosting events and presentations. And yet, as the paper continues, we are challenged to consider the greater implications these acknowledgements might bear for educators beyond simply a speaking of the words. In order to do this work, we focus on three strands--land, language and listening--which we suggest arise directly from careful consideration of the contents and goals of these acknowledgements. Drawing from Indigenous, philosophical, experiential and political sources, we explore the strands and posit that they may become important educational well-springs for transforming human and more-than-human relationships. We end this paper with a short discussion of some work currently under way in BC.

The main goal of this research is to evaluate the relationship between the built environment and public health of citizens in four different buffers of Sanandaj, Kurdistan province, Iran. There is a growing body of evidence that links the neighborhood design to public health and argues that the built environment impacts on the public health of people through the weakening or strengthening of sustainable transportation (walking, cycling, and public transportation) and physical activity. Regular physical activity has a significant impact on the health of individuals, and this can be the best way to cope with several diseases. The statistical population of this study includes people between the age of 18 and 65 years in Sanandaj city. The method used to investigate the normality of dependent variables is the Kolmogorov-Smirnov test; the assessment of the resident's difference of physical activities is conducted through one-way variance; the impact of the built environment on physical activities is assessed through a multivariate regression test, and the effect of physical activity on the health of the individuals is evaluated through a correlation test. This study, by explaining the characteristics of the built environment in four different buffers, has exhibited that the environment supporting physical activity of pedestrians plays a critical role in increasing the amount of physical activity they engage in.

This study examines Leave No Trace (LNT) knowledge among rock climbers in Kentucky's Red River Gorge (RRG), looking to establish if knowing more about LNT practices alters subsequent actions while climbing. The study uses survey data collected over one year in the RRG climbing areas. Ordinary Least Squares regression analysis reveals a positive relationship between a respondent's awareness level of minimum impact practices and their self-reported actions adhering to those practices based on ones' knowledge of LNT. Having a high income also has an impact on this relationship. This study establishes a dialogue about LNT principles as they relate to outdoor recreation and land management in climbing areas, while looking to continue the push for environmental education and minimum impact research to more fields.

Land ethics are the ways that humanity justifies their usage of the land. Today this topic is more important than ever as we balance our needs, such as food, water, and energy, with the systems of the natural world. The activity described in this article introduces students to the concept of land ethics using historical case studies of five common categories of ethics. The activity ends with a symposium examining a real-life example: Grand Staircase-Escalante National Monument (GSENM) in southern Utah, and the potential future use of this land. Engaging students in argumentation about this example allows them to see multiple sides of this complex issue.

Place-based education has traditionally had a limited focus on mathematics, and critical mathematics education often lacks explicit attention to place and space. We explore integrating theories of place, spatial justice, and critical mathematics education. To begin, we consider various frameworks of place--including Indigenous, urban, and critical perspectives--to situate a discussion on how place acts as a shaping force on social relations like race, gender, and sexuality, and, conversely, how social relations shape place. We include mathematics as a category of social relations in that guiding framework. We next summarize and build on various notions of place and spatial justice, toward their integration with critical mathematics education. In so doing, we present teaching mathematics for spatial justice, or using mathematics 1) to identify power relations in and through place and 2) to transform the world by re-imagining and remaking place. We sidestep a false urban-rural divide and instead, illustrate the potential of teaching mathematics for spatial justice using rich examples organized around four thematic categories: geographies of opportunity, mapping, human mobility, and land relations and obligations.

This paper reflects on an undergraduate module at the University of Exeter (2018-2019) trialing a problem-based learning approach to the political ecologies of land. It found that this approach offers significant value for teaching and learning complex socio-ecological interdisciplinarity and instilling in learners a deep and reflective sense of the political in all considerations of land and nature. Team-based co-production of 'solutions' to 'problems' imbued learners with a sense of personal agency, though many found problem-based approaches an unfamiliar and challenging approach to path dependent modes of teaching and learning. The principal contribution is to show how problem-based pedagogies have the potential to empower learners as change agents, to better engage with socio-ecological complexity, and gain greater insights into the deep political in conceptions of nature. It offers environmental educators a pathway for replication of this approach, and for introducing learners to problem-based pedagogies for a political ecology of education.

The economic and environmental significance of school land policy in the United States has yet to be imagined, let alone systematically studied, by scholars. Although the fact that Congress allocated shares of public lands to the support of schools beginning in the 1780s is well known, historians have not adequately assessed the impacts of that policy. No one has seriously posed the question of how such policies figured in the history of resource extraction, capital accumulation, and economic development. What difference did it make that federal policy tied school funding to the sale of billions of acres of public land or to the direct lease of such lands to timber, mining, and livestock interests--historical arrangements that survive today through much of the U.S. West? Drawing on state-by-state accounts of the terms of school land disposition and the record of Congressional debates over school land policies, this article advances an argument about the relationship between nature, education, and political economies of U.S. state formation, laying the groundwork for assessing more fully the consequences of that relationship.

In this paper we frame children as geological agents, very much part of epoch and biospherical processes, enfolded in Earth system changes. We draw on the experiences of Indian childhoods in a context where the land, water, animals, children's bodies and forests are being shaped by a politics of corporate city building. We analyse how children and young people contribute to Earth system changes and consider the everyday, multispecies consequences of living with anthropogenic urbanism. The paper shows how children's bodies are entangled with human and non-human forces; they are geological agents which challenge, negotiate and have cyclical and rhythmic relationships with land and resources. We argue that time, scale and multispecies vulnerabilities are important reference points in our thinking through anthropogenic processes and thus contribute to a more nuanced understanding of the place of children and young people in the new epoch.

We revised the Oregon State University (OSU) Woodland Stick to aid master woodland manager volunteers in advising their peers on land management decisions. The Woodland Stick has been used as an educational and measurement tool by OSU and other university Extension programs for many years, but little information is known about its impact. We surveyed users of the Woodland Stick and found that 48% use the tool at least once a year. Landowners who use the Woodland Stick find it simple to use and appreciate its low cost. Using the various features of the stick helps advance landowners toward successful woodland management.

To assist Extension professionals working in Texas's Little River Watershed with efforts to educate landowners about reducing amounts of bacteria there, we assessed motivations for and barriers to landowners' adopting best management practices (BMPs). We surveyed 275 landowners in the watershed. Respondents were at least somewhat familiar with nine of 11 identified BMPs. Additionally, they agreed that 10 of 13 listed factors were motivators for adopting BMPs and that six of 14 listed factors were barriers to adopting BMPs. Extension professionals can help landowners move through the innovation-decision process by targeting educational programming and materials to motivations for and barriers to adoption of such practices.

Forestry and environmental science students enrolled in a one credit hour freshman seminar course participated in a land management evaluation and water quality sampling excursion using canoes and water sampling equipment. The purpose of this assessment was to engage students with hands-on, field based education in order to foster connections to their chosen profession and the resource. This culminated in poster symposium of the experience. Broad competency areas for high impact practices in natural resource management were emphasized for learning. Students were engaged in the exercise and commented that the project helped them develop a sense of place and forming connections within their peer group. The use of water quality sampling and collection of real-world data increased the teaching a learning effectiveness of the course.

To ensure the existence of humankind and the sustainable utilization of the earth's resources, deliberate action needs to be channelled towards the conservation of the vital support systems of the entire Earth ecosystems. Forests in this case form quite a crucial part of this wider arrangement that if man does not deliberately conserve and sustainably manage them, they risk being plunged into an irreversible predicament. This study aims at identifying the perception and understanding of the local community on land use and utilization of the Nandi Hills Forests. A mixed methodological design which incorporated both qualitative and quantitative methodologies was embraced. The mixed methodological approaches used in this study were the concurrent triangulation and nested/embedded designs. A four-tier analysis was carried out once all the data had been coded and grouped. The state of the Nandi Hills Forests has been notably influenced by the level of awareness of the local community on the significance of sustainable forest management and what their actions and/or inactions mean to the forests.

This study aims to determine cropping patterns in class slopes 0 - <15% and the grade slope slopes 15% - <30% and the slopes> 30%. The method used in this study is a description of the dynamic system approach using a software power sim. Forest areas where the research, which is a type of plant that is cultivated by the people in the study area, namely coffee, vanilla plantation crops / horticulture fruit and chili sauce for food crops / horticulture vegetables. Research results prove that the slope grade 0 - <15%. Cropping pattern of this slope is a combination of plant species are pine-vanilla-chili sauce with vanilla density of 712 stems and stem cayenne 1940, with revenues of wages pine + Rp 79,183,734 / ha. b) on the slope grade 15% - <30% and 30%. Cropping patterns on the slopes of this combination of plant species are pine-coffee-vanilla. On the slopes of 15% - <30% density of 277 coffee and vanilla stem rod 547, while for slopes of 30% with a density of 279 coffee and vanilla stem rod 545, with revenues respectively: wages pine + Rp 58.33.144 / ha and wages pine + US $ 55.40225 million / ha.

As given in the Principle 17 of the Agenda 21, there is the need for environmental assessment for human developmental activities that are likely to have significant adverse impacts on the natural environment (UNCED, 1992). This article reviews various assessment methodologies and the reasons why methodological triangulation is a preferred choice to assess environmental degradation. Methodological triangulation is seen as the use of multiple methods in studying social science issues of concern so that to increase the study validity and or credibility. This implies that triangulation is the combination of two or more method approaches to assess social issues. The study reviews the applications of the populist and the classic approach in natural resource assessment, their advantages and disadvantages and methodological triangulation as a combination of both for neutralizing the flaws of the two approaches. Thus, to reap the benefits of the two approaches and minimizing the drawbacks, the combination of these two approaches has been advocated in this article as well. This study then tests the strength of methodological triangulation to assess environmental degradation in northern Ghana.

As climate change contracts our environment, bringing human and nonhuman communities into increased contact and conflict over scarce resources, advocacy rhetoric is making a related shift, from raising human awareness of problems "out there" to renegotiating the very boundaries between human and nonhuman communities. This shift--along with the advent of online media, which similarly blurs traditional urban versus rural boundaries between communities--invites us to update classic studies of advocacy rhetoric from the 1990s and early 2000s. Accordingly, this study addresses advocates' use of online media in the Mexican Gray Wolf Reintroduction Project. I reconstruct wildlife advocates' attitudes toward the Project, as expressed online in press releases and blog posts, by using a combination of topology--a method that looks at patterns of "topoi" (shared beliefs, values, and norms) that a community expresses in a given rhetorical situation--and Kenneth Burke's theories of attitudes and identification. I then compare advocates' attitudes with the attitudes of project administrators and landowners in the reintroduction area, reconstructed in earlier work. I conclude that advocates amplify their identification with allies (chiefly wolves and supportive sectors of "the public") and their alienation from competitors (chiefly public-land ranchers and project administrators) via the creation of "straw attitudes" for these communities that conflict both with their own attitude and with the documented attitudes of these communities. This rhetorical strategy creates a zero-sum political scenario for communication in the Project and recapitulates old political divisions in the southwestern United States. I finish by recommending rhetorical strategies aimed to increase identification, rather than alienation, in the Project and by showing what online advocacy rhetoric can teach us about the structure of Burkean theories of identification.

Re-embedding foodways in local communities and ecologies is an enormous undertaking that is supported in part through a myriad of educational processes. For niche spaces of post-industrial foodways, a crucial step toward normalization is being accepted, appreciated, and even desired by the wider society. This article explores how pedagogy underlies all food system change, especially for forming cultural legitimacy of emergent spaces. The theoretical perspective of public pedagogy is reviewed in order to provide an analytical frame for analyzing the educational processes that nurture cultural legitimacy for emergent food-oriented spaces. As various conceptions of public pedagogy have been used in a wide variety of contexts, I suggest an articulation that assumes learning to be an assemblage of spaces, practices, people, artifacts, and policies, which better captures the wide range of educational processes that precipitate cultural change (Deleuze and Guattari, 1988; McFarlane, 2011). To illustrate the role of public pedagogy in legitimizing emergent food-oriented spaces, I explore two specific cases. The first case of urban spatial policy takes public pedagogy as a starting point for the legitimization of certain spaces; while the second case of the residential front yard begins with a specific space that is a site of struggle with opposing public pedagogy processes, each creating cultural legitimacy for a different landscape form. By exploring the linkages between public pedagogy and space, I make the claim that education is the primary driver for food culture transformation.

Landscape-scale conservation planning performed in a systematic and transparent manner is becoming more common as it is increasingly evident that ecological processes are being affected at large spatial scales. The Appalachian Landscape Conservation Cooperative undertook a 15-state landscape conservation planning project, resulting in a landscape conservation design called "NatureScape." To facilitate "NatureScape's" implementation by groups and individuals participating in on-the-ground landscape conservation, we developed an online decision support tool. This tool has the potential to assist Extension services in delivering research-based information to varied stakeholders as they make land use decisions.

Profound socio-environmental changes taking place at a planetary scale are threatening food security (Godfray et al., 2011), with food production located at a critical nexus between land-use, reduced availability of fossil fuels and the urgent need to reduce emissions (Harvey & Pilgrim, 2011). While debates on food security and energy transitions proliferate in the scientific literature, policy discussions continue to focus on technical solutions, "without seriously engaging with the content and social practices of education for sustainable transitions" (Bangay & Blum, 2010, p. 335). In this context, school gardens are receiving renovated attention. Drawing on current drivers in Scottish policy seeking to tackle economic disadvantage and 'close the attainment gap', this project developed as a partnership between a teacher education institution, a non-governmental organisation, a city council planning and infrastructure department, and three primary schools in three regeneration areas of a city. Data were collected through a semi-ethnographic approach incorporating qualitative data obtained through observation schedules; visual data and interviews with teachers and pupils over the course of the project. By adopting a socio-material approach to the analysis, findings articulate the significant changes in both discourses and practices of learning associated with school gardening. Beyond the use of gardens as a context for delivering curricular outcomes and/or acquiring practical skills, tending to the gardens and growing food showed to contribute to the formulation of a learning aesthetics which foregrounds the centrality of the body in learning; acknowledges the living state of materials and positions children's actions as a way of being and becoming into the world.

This article is an analysis and synthesis of the outcome of our efforts to integrate reflective problem-solving and mindfulness to promote organizational adaptation toward conflict-sensitive approach to managing and resolving land-related conflicts. The purpose of the article is 2-fold. The first part of the article describes the methodological and epistemological processes we followed to engage the candidates in reflective problem-solving and mindfulness. The second part of the article analyses the participants' reflections on the meanings they had drawn from the thinking and learning processes. The article draws on transformative learning principles, principles of situated experiential learning, the notion of interactive problem-solving and social-psychological approach to conflict analysis, resolution, and negotiation. All of these principles and approaches emphasize the empowerment of learners and practitioners as agents of social transformation. At the end, the article presents the implications of our findings for future improvements.

This chapter employs autoethnography to reflect upon the intersection of decolonization with Indigenous knowledge. It considers relational engagement with Indigenous people, land, and language, and summarizes the practice as "the courage to be altered."

Youth development (YD) is receiving increased attention in environmental education (EE), yet faces critiques including lack of attention to cultural competency and structural barriers. We explore YD outcomes of the EE program "Women, Agroecology, and Leadership for Conservation," which engages young Q'eqchi' Maya women in Guatemala in learning about sustainable agroecology practices, women's rights to make reproductive and educational choices, and environmental stewardship. Results show participants gain assets, including knowledge related to agriculture and stewardship, agency to pursue their schooling, and the ability to contribute to their communities. These results are examined through the lens of programs occurring in a rural, indigenous context. We explore challenges and opportunities related to the setting, including gender roles, cultural traditions, and land pressure.

This study examines the perspectives of Swedish undergraduate students regarding potential conflicts between ownership rights and environmental protection. Conceptions of 'ownership' are relevant in relation to the environment and environmental protection as they can highlight a more transboundary relationship between the individual/society and nature. Students studying economics, law and political science were chosen because of their potential future transformative roles as decision makers and policy makers. Content analysis was employed to examine the written responses of 747 students from seven different universities to the open-ended survey question: "Can ownership rights and environmental protection come into conflict?" Students' responses were measured twice: at the very beginning of the first semester and then again at the end of the semester. The results show that students expressed a dominant view of ownership in terms of individual ownership, and associations to collective ownership were largely absent. In regards to the potential conflict between ownership rights and environmental protection, most students perceived such a conflict, and it was more common for the environment to be conceptualised as the losing party rather than the landowner. More research is needed regarding how teaching and instruction can deal with the potential conflicts between ownership (private/corporate/governmental) and environmental protection.

The purpose of this study was to investigate students' conceptions of and feelings about land use. Specifically: (1) What are students' conceptions of and feelings about land use? And (2) in what ways might students' conceptions and feelings vary by community setting and grade level? This study was qualitative and descriptive in nature and reflected a cross-age design involving the collection of qualitative data from 863 students, grades 4 through 12, from the Midwestern United States. These qualitative data were analyzed for their content in an inductive manner. Five categories of land use and three categories of feelings about land use emerged from the data. Based on these findings, a land use framework is recommended that builds on the students' conceptions, the scientific perspective, and the NRC (2012) science education framework.

Indigenous peoples have long called for education that supports self-determination, counters colonial practices, and values our cultural identity and pride as Indigenous peoples. In recent years, Land education has emerged as a form of decolonial praxis that necessarily privileges Indigenous ontologies and epistemologies and engages in critiques of settler-colonialism. Informed by this theoretical framework and using Indigenous storywork methodology, this study focused on the perspectives of six Anishinaabe Elders on mazinaabikiniganan (commonly known as pictographs) at Agawa Rock, now part of Lake Superior Provincial Park in Ontario, Canada. Revealing ways of knowing and being that are intimately connected to Land and place, the pedagogical potential of mazinaabikiniganan as a form of Land education is discussed.

Purpose: Most built environment studies have quantified characteristics of the areas around participants' homes. However, the environmental exposures for physical activity (PA) are spatially dynamic rather than static. Thus, merged accelerometer and global positioning system (GPS) data were utilized to estimate associations between the built environment and PA among adults. Methods: Participants (N = 142) were recruited on trails in Massachusetts and wore an accelerometer and GPS unit for 1-4 days. Two binary outcomes were created: moderate-to-vigorous PA (MVPA vs. light PA-to-sedentary); and light-to-vigorous PA (LVPA vs. sedentary). Five built environment variables were created within 50-meter buffers around GPS points: population density, street density, land use mix (LUM), greenness, and walkability index. Generalized linear mixed models were fit to examine associations between environmental variables and both outcomes, adjusting for demographic covariates. Results: Overall, in the fully adjusted models, greenness was positively associated with MVPA and LVPA (odds ratios [ORs] = 1.15, 95% confidence interval [CI] = 1.03, 1.30 and 1.25, 95% CI = 1.12, 1.41, respectively). In contrast, street density and LUM were negatively associated with MVPA (ORs = 0.69, 95% CI = 0.67, 0.71 and 0.87, 95% CI = 0.78, 0.97, respectively) and LVPA (ORs = 0.79, 95% CI = 0.77, 0.81 and 0.81, 95% CI = 0.74, 0.90, respectively). Negative associations of population density and walkability with both outcomes reached statistical significance, yet the effect sizes were small. Conclusions: Concurrent monitoring of activity with accelerometers and GPS units allowed us to investigate relationships between objectively measured built environment around GPS points and minute-by-minute PA. Negative relationships between street density and LUM and PA contrast evidence from most built environment studies in adults. However, direct comparisons should be made with caution since most previous studies have focused on spatially fixed buffers around home locations, rather than the precise locations where PA occurs.

When Shirley Chisholm (in 1972) and then Hillary Clinton (in 2008, and again in 2016) ran for president, there was great excitement. Indeed, electing the "first woman" to the Office of the President would be an important milestone. Yet, Indigenous women have long held positions of leadership, including the position of President, Chairperson, or Chief, among other titles, within their Native nations. In this unit of study, we describe how students in grades 3-5 can learn about and from Indigenous women changemakers and their professions, communities, and Native nations. [This article was written by the Turtle Island Social Studies Collective.]

The application of ethnomathematics and mathematical modelling allow us to see a different reality and give us insight into mathematics accomplished holistically. In this context, a pedagogical action that connects ethnomathematics and the cultural aspects of mathematical modelling with its academic features is referred to as ethnomodelling. This is a process of translation and elaboration of phenomena taken from systems that are part of any given cultural group, which is done through dialogue and respect. This approach acts against colonialism to respect the social and cultural diversity of distinct cultures with guarantees for the development of understanding of our differences.

Grazing management concepts can be hard for learners to grasp in a classroom setting. A grazing demonstration plot is a useful field tool that Extension professionals can implement to visually illustrate how various grazing regimes affect grass health and yields. Specifically, the educator can show how forage harvest timing, frequency, and intensity affect above-ground plant biomass production. A grazing demonstration plot has become a tool of the trade for a small number of Extension professionals in Colorado's Front Range. As a result, land managers in the area have been better able to evaluate how to meet their own needs while considering the importance of addressing environmental impacts and stewarding the land for future generations.

The major problems facing urban residents particularly women are poverty, poor food security, growing urban population, hunger and lack of formal employment. Due to lack of employment, the majority of women in urban centres are involved in urban agriculture. The major focus of this research was to establish to what extent women are being empowered through urban agriculture. The research sought to establish how women are contributing to urban poverty reduction, provision of urban food security and improved urban environmental management through their empowerment. The research used both qualitative and quantitative approaches and because the research involved an assessment of public opinion of a relatively large group, the survey method was used to conduct the research. Questionnaires, focus group discussion and observations were used as data collection instruments. From the list of 29 wards, simple random sampling of 10 wards was first conducted giving a percentage population of 34%. Twelve households from each ward, practicing agriculture at varying levels and on varying sites, were then identified giving a total sample of 120 respondents. The views of resident farmers were tapped through structured interviews, observations and group discussions with residents and agricultural officials. The SPSS package was then used to analyze the data. There was clear evidence that women are the major players in practicing urban agriculture. Women are being empowered by engaging in urban agriculture wherein they decide what to grow, cultivate their plots, and choose how to dispose of the produce. Whilst women are being empowered through urban agriculture, they face a number of challenges that include lack of finance to buy inputs, limited land for use in agricultural activities and the problem of marketing their produce.

In Zimbabwe, the discourse on access and quality in education has been a raging one since the colonial days of bottlenecks and outright discrimination against black Zimbabweans in education. The doors to education were declared open to all at independence in 1980 with the new Zimbabwe government's enunciated policy of education for all. It is an uncontested fact that strides were made soon after independence to address issues of quality and access in education. However, with the prosecution of the fast track land reform programme the dream for access and quality in education became a nightmare. Whilst trust schools, boarding schools, urban and some rural day schools have a comparative advantage in terms of resources like infrastructure and qualified and relatively motivated human resource, emerging resettlement schools bear the brunt of hastened and impromptu establishment. It is the contention of this paper that resettlement schools like Zvivingwi, established in the last decade, are a facade of the schools envisioned by many Zimbabweans at independence. These schools reel from abject shortage of everything except pupils. It would be recommended that government should show creativity in mobilising resources to intervene, failing which, most of the resettlement schools like Zvivingwi, risk closure as public confidence in them wanes. The researcher made use of a questionnaire and interviewed critical stakeholders at the school like headmaster, teachers, parents, pupils and education officers. School records and other critical documents were also made use of.

This article examines the possibilities when shifting what we have come to call a pedagogy of Land from rural to urban contexts. The authors explore some persisting questions around what it means to bring a pedagogy of Land into classrooms and communities in urban settings. The authors consider the ways a pedagogy of Land might translate from rural to urban contexts while addressing some of the ways this work may move forward in a good way. Further, the authors share various aspects that have allowed Land to inform both pedagogy and praxis in teacher education focusing on student success, particularly Aboriginal students within schools.

Global demand is increasing for food, feed, and fiber; for additional agricultural outputs, such as biofuels; and for ecosystem services, such as clean water and outdoor recreation. In response, new agricultural enterprises are needed that produce more outputs from existing lands while meeting the "triple bottom line" of high performance in economic, environmental, and social terms. Establishing such enterprises requires coordination and development within three critical domains: landscape configurations (i.e., types and arrangements of land uses), supply/value chains (i.e., processing and utilization), and policy and governance. In this essay, we describe our efforts, as land-grant university scientists, to support coordinated innovation and enterprise development in integrated place-based institutions, which we term landlabs. We describe our experiences in three prototyping efforts and outline key features of landlabs that are emerging from these efforts. Land-grant universities have a central and crucial role to play in organizing and operating landlabs.