An African-centred approach to land education

Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.

Almost every town in New York State bears a plaque stating when the place was 'settled' and bears little to no recognition of cultural influences other than European ones.

“Where we live, in the colony called 'New York State', almost every town bears a plaque stating when the place was 'settled' and bears little to no recognition of cultural influences other than European ones.”

Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.

Boston is treated as if its ecosystem characteristics were disconnected from the rest of the world (e.g., neo-colonial linkages at the global level) and, in particular, from cultural processes other than European ones.

“That city is also treated as if its ecosystem characteristics were disconnected from the rest of the world (e.g.neo-colonial linkages at the global level) and, in particular, from cultural processes other than European ones.”

Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.

Attempts to signal the historical presence of African Diaspora communities in New York State typically are by way of cemeteries or slave plantations, as if African people never taught 'whites' anything, never imparted cropping system knowledge, never contributed to shaping a landscape through farming, agricultural innovations and much else.

“Every now and then, there are attempts, for example, to signal the importance of the historical presence of African Diaspora communities, but typically this is by way of cemeteries or slave plantations, as if African people never taught 'whites' anything, never imparted cropping system knowledge, never contributed to the actual shaping of a landscape through such activities as farming, agric”

Probably not a substantial claim. It may state two separate claims as one.

Place-based approaches put the local (and local knowledge) at the centre of teaching about the world, both social and environmental, and so can serve as an entry point to raise awareness of and valorise systems of knowledge that are typically dismissed.

“It puts the local (and local knowledge) at the centre of teaching about the world, both social and environmental, and so can serve as an entry point to raise awareness of and valorise systems of knowledge that are typically dismissed.”

• cites Gruenewald and Smith 2008Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Sobel 2005Not checked — no full text of the source

It may state two separate claims as one.

Such approaches have often neglected to focus on lived experiences in society, the diversity of lived environments, and the ways in which environments are also products of social processes.

“Regrettably, such approaches have often neglected to focus on lived experiences in society, the diversity of lived environments, and the ways in which environments are also products of social processes.”

• cites Cole 2007 sourceNot checked — no full text of the source

It may state two separate claims as one.

Place-based alternatives together with critical pedagogy can call into question received views about how people relate to land and environments and raise awareness and sensitivity to colonial relationships underlying people/environment relations.

“Together with critical pedagogy, place-based alternatives can both call into question received views about how people relate to land and environments, and, more specifically, raise awareness and sensitivity to colonial relationships underlying people/environment relations.”

• cites Basole 2009Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Bowers 2008 sourceNot checked — no full text of the source
• cites De Lissovoy 2010 sourceNot checked — no full text of the source

It may state two separate claims as one.

Both the colonised and the land in which they live are objectified, and often Indigenous peoples, including Africans in the case of colonisation in Africa, are regarded as part of nature, to also be conquered or forcibly assimilated into colonisers' ways.

“Both the colonised and the land in which they live are objectified, and often Indigenous peoples, including Africans in the case of colonisation in Africa, are regarded as part of nature, to also be conquered or forcibly assimilated into colonisers' ways.”

Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.

An African-centred approach facilitates people's reconnection to places and ecosystems in ways that do not reduce places to objects of conquest and things to be exploited for profitability and individual gain.

“An African-centred approach facilitates people's reconnection to places and ecosystems in ways that do not reduce places to objects of conquest and things to be exploited for profitability and individual gain.”

It may state two separate claims as one.

In regions like the USA, settler colonialism is the foundation of current national states and pervades social relations.

“In regions like the USA, settler colonialism is the foundation of current national states and pervades social relations.”

• cites Wolfe 2001Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.

An African-centred approach offers effective critiques of settler coloniser perspectives on the environment and deeper understandings of the relationship between worldview and ecologically sensitised education.

“Such an approach offers effective critiques of settler coloniser perspectives on the environment and deeper understandings of the relationship between worldview and ecologically sensitised education.”

It may state two separate claims as one.

The divide between North and sub-Saharan Africa is contrived/fictitious in terms of cultural traits (e.g., distribution of languages and religions) and physical environments (the regional boundary does not coincide with ecosystem differences).

“The segmented Africa construct can also be undermined by pointing out the fictitious divide by showing the contrived nature of the boundaries between North and sub-Saharan Africa in terms of cultural traits (e.g. the distribution of languages and religions) and physical environments (the regional boundary does not coincide with ecosystem differences).”

• AssumptionRests on an assumption: The construct of a sub-Saharan Africa is overwhelmingly common in geography textbooks and has repercussions for understanding ecosystems and how African life-ways have co-evolved with them in constructive ways.

It may state two separate claims as one.

These foundations yield a native-slave-settler triad that distinguishes the conditions of life and struggle among the peoples concerned, as well as their respective worldviews.

“These foundations yield a native-slave-settler triad that distinguishes the conditions of life and struggle among the peoples concerned, as well as their respective worldviews.”

• cites Tuck and Yang 2012Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Wolfe 2001Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim. It may be too vague to check against evidence.

An African-centred conceptualisation of place promotes an integrative view of nature and people that stresses interrelation and interconnection with the land and its histories, which in the case of the African world span multiple continents.

“This conceptualisation promotes an integrative view of nature and people that stresses interrelation and interconnection with the land and its histories, histories that in the case of the African world span multiple continents.”

Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.

An African-centred perspective is particularly effective in facilitating people's reconnection to places and the environments/lands they inhabit in ways that do not reduce them, as in settler colonial perspectives, to separable objects of conquest or things to be exploited for profit, unlike prevailing Eurocentric perspectives.

“Unlike prevailing Eurocentric perspectives, an African-centred perspective is particularly effective in facilitating people's reconnection to places and the environments/lands they inhabit in ways that do not reduce them, as in settler colonial perspectives, to separable objects of conquest or things to be exploited for profit.”

Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.

Land education through Africana Studies works to disrupt privileged conceptions of African life, history and culture pervading the basis of normative constructions of knowledge and orientations to environment.

“Land education through Africana Studies works to disrupt privileged conceptions of African life, history and culture pervading the basis of normative constructions of knowledge and orientations to environment.”

Probably not a substantial claim. It may be too vague to check against evidence.

An African-centred perspective looks to provide more culturally relevant explanations for thought and action within the African world than economic factors do for current migration trends.

“Though current trends seem to locate economic factors as the primary reason for the new migration of African descendants in the USA, an African-centred perspective looks to provide more culturally relevant explanations for thought and action within the African world.”

Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.

African-centred perspectives complement most Indigenous approaches by providing alternative means for the transmission of knowledge and understanding of land and one's place in it that brings to prominence diasporic connections to places erased by settler colonial approaches.

“In this, African-centred perspectives complement most Indigenous approaches by providing alternative means for the transmission of knowledge and understanding of land and one's place in it that brings to prominence diasporic connections to places erased by settler colonial approaches.”

Probably not a substantial claim. The paper may give no reason why it holds.

Pedagogical interventions about map reading raise awareness about the impossibility of a neutral map.

“Such pedagogical interventions raise awareness about the impossibility of a neutral map.”

Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.

An African-centred conceptualisation of place is founded on communalism, rather than individualism, so that environments are not only intrinsic to being human, but to the very existence of communities.

“It is a conceptualisation founded on communalism, rather than individualism, so that environments are not only intrinsic to being human, but to the very existence of communities.”

Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.

Readings and discussions linking past and current African life ways, sustainable food production systems, and spirituality help reinforce the importance of African worldviews to the development of an ecologically sustainable society.

“These links help reinforce the importance of African worldviews to the development of an ecologically sustainable society.”

It may state two separate claims as one.

Much environmental and place-based education remains trapped in a culture-nature dichotomy typical of settler colonial ideologies and a condescending approach towards non-Europeans.

“Despite laudable attempts otherwise, we suggest that much environmental and place-based education remains trapped in a culture-nature dichotomy typical of settler colonial ideologies and a condescending approach towards non-Europeans.”

Probably not a substantial claim. It may state two separate claims as one.

The Peters projection maintains greater accuracy for area (but not shape) and shows a more balanced view of the northern and southern hemispheres.

“Keto suggests using the Peters projection because it maintains greater accuracy for area (but not shape) and so shows a more balanced view of the northern and southern hemispheres.”

• cites Keto 1994Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.

Meanings of place and environmental practices in the African Diaspora are replete with long-lasting cultural continuities with potentials to develop constructive linkages to new surroundings as part of the reproduction of a Southern Cradle worldview.

“Meanings of place and environmental practices in the African Diaspora, for instance, are replete with long-lasting cultural continuities with potentials to develop constructive linkages to new surroundings as part of the reproduction of a Southern Cradle worldview.”

Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.

An African-centred understanding enables the development of sensitivity against such disconnections and imposed discontinuities, across time and space (e.g., African Diasporas to Africa), and to perspectives that tend to be ignored.

“An African-centred understanding enables the development of sensitivity against such disconnections and imposed discontinuities, across time and space (e.g.African Diasporas to Africa), and to perspectives that tend to be ignored.”

Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.

The critical perspective on map reading is transferable to geography courses generally.

“This critical perspective on map reading is transferable to geography courses generally and exercises can be devised that point to Northern Cradle biases in coordinate systems as well, such as using relative location systems based on distance from sacred places or places of origins.”

It may state two separate claims as one.

Postcolonial approaches are largely limited to showing the cultural mixing and mutual influences that colonisation also brought about, and to bringing out voices that continue to be suppressed as a result of continuities with colonial practices.

“Similarly, postcolonial approaches are largely limited to showing the cultural mixing and mutual influences that colonisation also brought about, and to bringing out voices that continue to be suppressed as a result of continuities with colonial practices, such as in formal politics, economic policies, and education (Quigley 2009).”

• cites Quigley 2009 sourceNot checked yet

  Checked before — its earlier verdict is held back until a new check runs.

Probably not a substantial claim. The paper’s conclusions may not depend on it.

C. Tsehloane Keto advanced the notion of an 'Africa-centred perspective' of history.

“Students in this course are also exposed to the thinking of C. Tsehloane Keto (1994), who has advanced the notion of an 'Africa-centred perspective' of history.”

• cites Keto 1994Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.

The exercise of linking past and current African life ways conveys a sense of place not limited to privileged Northern Cradle perspectives, and students gain a fuller comprehension of Africa by exploring the African Diaspora experience in the USA and develop means to question settler colonialism and comprehend its socially and environmentally devastating consequences.

“Such an exercise goes a long way in conveying a sense of place that is not limited to that of privileged Northern Cradle perspectives and thereby students not only gain a fuller comprehension of Africa by exploring the African Diaspora experience in the USA but develop the means to question settler colonialism and comprehend its socially and environmentally devastating consequences.”

Probably not a substantial claim.

The linkages expressed in the Introduction to Africa course demonstrate the importance of how worldview (Southern Cradle) affects understandings of nature and connections to land as they relate to African historical realities, both ancient and current.

“The linkages expressed in this course demonstrate the importance of how worldview (Southern Cradle, in this instance) affects understandings of nature and connections to land as they relate to African historical realities, both ancient and current.”

Probably not a substantial claim. It may be too vague to check against evidence.

Pedagogical interventions can promote representations of the Earth's surface attuned to appreciating environments in meaningful ways, including through spiritual understandings, instead of reproducing abstraction and detachment from lands and oceans.

“They can also promote representations of the Earth's surface that are attuned to appreciating environments in meaningful ways, including through spiritual understandings, instead of reproducing abstraction and detachment from lands and oceans.”

Probably not a substantial claim. It may be too vague to check against evidence.

An African-centred education approach integrates understandings of people/environment interactions with the development and continuities of an African worldview to explain, in part, the characteristics of African civilisations.

“An African-centred education approach thus integrates understandings of people/environment interactions with the development and continuities of an African worldview to explain, in part, the characteristics of African civilisations.”

Probably not a substantial claim. It may be too vague to check against evidence.

Geography can provide a more holistic interpretation of African world history if coupled with an African-centred conceptualisation of place.

“Given its interdisciplinary structure, geography can provide a more holistic interpretation of African world history if coupled with an African-centred conceptualisation of place.”

It may state two separate claims as one.

Settler colonialism's particularity lies in a combination of genocide-supported land conquest largely directed at Indigenous peoples and mass abduction-based slavery largely affecting African people.

“Its particularity lies in a combination of genocide-supported land conquest largely directed at Indigenous peoples and mass abduction-based slavery largely affecting African people (Wolfe 2001).”

• cites Wolfe 2001Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.

Such ideological terms and silences buttress a view of the world that justifies the annihilation of other peoples and with it other ways and possibilities of relating to land, environment and place.

“Such ideological terms and silences buttress a view of the world that justifies the annihilation of other peoples and with it other ways and possibilities of relating to land, environment and place.”