Foley William J
Teachers College, Columbia University, 525 W 120th St, New York, NY 10027 USA.
Prospects (Paris). 2021;51(1-3):261-277. doi: 10.1007/s11125-021-09547-9. Epub 2021 Apr 28.
This article seeks to use Dewey's interpretation of pragmatism and education as a model for how dominant notions of school exemplify a colonizing theory of nature. The article argues that Dewey sought to commodify nature as a tool for human progress. This aspect of Dewey's beliefs is further demonstrated in the kind of schooling that is being implemented through globalization. The article draws on Indigenous concepts of the nature and the Earth, for decolonizing science instruction in an elementary classroom.
本文试图以杜威对实用主义和教育的阐释为模型，来说明学校的主流观念如何体现一种殖民化的自然理论。文章认为，杜威试图将自然商品化，作为人类进步的工具。杜威这一信念的这一方面在通过全球化实施的那种学校教育中得到了进一步体现。本文借鉴了关于自然和地球的本土观念，以在小学课堂中对科学教学进行去殖民化。
