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ecojustice philosophy and education for ecojustice since this requires a fair process
of speaking through places. Novelizing the discourse of science education opens up
opportunities for further shaping ecojustice theory and education in place-based
activities.
What is more, the notion of “folk” language refers to the language of daily,
public life taking place in places. It is the daily language of the local voice – the
one indigenous and deeply connected to the place that cannot be covered by the
natural scientific voice of universality and eternity (van Eijck and Roth 2007b).
Thus, the novelization of the discourse of science education in place-based activi-
ties opens up a space to bring in indigenous knowledge in place-based activities.
According to what I have read in the work of Pagan, river advocacy has the potential
to harvest this resource for learning as well.

References

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