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Generally speaking, environmental education teaching, research, and practice have been informed by the traditions of western, Euro-centric culture. In this context indigenous perspectives are often marginalized, maligned, and perceived to be unscientific and therefore inferior. This essay adds to the growing body of literature exploring aboriginal indigenous environmental epistemologies and responsible human interactions with the natural environment. The paper provides a Canadian context as it examines the environmental philosophy and attitude of a Canadian First Nations community to the natural environment grounded in the lived experiences of adults, children and elders from the Walpole Island First Nation. We make the argument that while not a panacea, Aboriginal environmental epistemologies hold lessons for teaching environmental stewardship and sustainability behavior in mainstream classrooms.

Exploring School Leadership in England and the Caribbean by Paul Miller Toronto, Canada: Bloomsbury Academic, 2016, 189 pages ISBN: 978-1-47425-170-9 (hardcover) Paul Miller, the author of Exploring School Leadership in [...]

The Intergovernmental Panel on Climate Change (IPCC) described the Caribbean as one of the most susceptible regions in the world to climate change. Discourse in the region is vigorous at the policy-making and academic discourse levels, though far less so at the grassroots level, making for a very top down debate and policy-making process. This paper argues that local and traditional knowledge (LTK) in the Caribbean is an invaluable resource and cultural capital that can play a major role in addressing climate change concerns but has been largely untapped. It suggests that combining LTK with modern science can advance the climate change agenda in the region and proposes the establishment of a Caribbean Local and Traditional Knowledge Network (CLTKN) as a mechanism to harness local traditional knowledge and integrate it in regional climate change agendas. [ABSTRACT FROM AUTHOR]

In this paper we examine the concept of school or educational leadership in the context of an appropriate model for the Caribbean. We discuss the conceptions of educational leadership, highlighting the contested nature of the field. Distributed leadership is critically examined as an appropriate model of school leadership for the Caribbean. It is not advanced here as a panacea, but rather as a theoretical frame of reference for leadership that is geared towards effective participatory school governance and enhanced student achievement. We argue that school leadership should be participatory, inclusive, and focus on improving school culture, maximising student success and enhancing collegiality and morale. [ABSTRACT FROM AUTHOR]

The article discusses the historical and contemporary use of Walpole Island, one of six islands at the mouth of the St. Clair River on the north of Lake St. Clair creating the lands of the Walpole Island First Nation, also known as Bkejwanong Territory, traditionally used by the Ojibwe, Odawa and Pottawatomi Indians, together known as the Three Fires Confederacy. The area is notable for its ecological diversity containing habitats such as tall grass prairies, oak savanna remnants, Carolinian forests, wetlands, and waterways. Other topics include how Indian stewardship has maintained a unique biodiversity in the area, historical injustices, and the the issuance of hunting and fishing licenses to outsiders to gain revenues.