Idwi, Xenopus laevis, and African clawed frog: Teaching counternarratives of invasive species in postcolonial ecology

IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Dax Ovid, F. M. Phaka
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引用次数: 4

Abstract

Abstract This article presents a Pedagogical Framework for Invasive Species to shift how we understand, teach, and study invasive species, especially when people are responsible for their expansion into new ecosystems. The focus is on a species originating from countries in Sub-Saharan Africa that humans extracted and introduced in certain regions of the Americas, Europe, and Asia: Xenopus laevis, African Clawed Frog, or Idwi in the Zulu language. This article re-introduces the frog Idwi through lenses of de/post-colonial theory, Indigenous studies, and Critical Race Theory to create counternarratives. Through a popular press analysis, the article uncovers how humans in colonial contexts extracted species from de/colonizing spaces to export to other regions of the world. When the frogs were profitable, the entrepreneurs who exported them were valorized. However, once seen as invasive, frogs were targeted with xenophobic projections. This article foregrounds counternarratives that challenge and critique universal application of the “invasive species” label.
伊德维、非洲爪蟾和非洲爪蛙:后殖民生态学中入侵物种的反叙事教学
摘要本文提出了一个入侵物种的教学框架,以改变我们对入侵物种的理解、教学和研究方式,尤其是当人们对其向新生态系统的扩张负责时。重点是一种原产于撒哈拉以南非洲国家的物种,人类在美洲、欧洲和亚洲的某些地区提取并引入:非洲爪蟾、非洲爪蛙或祖鲁语中的Idwi。本文通过去殖民主义/后殖民主义理论、土著研究和批判性种族理论的视角重新介绍了青蛙伊德维,以创造反叙事。通过一项流行的媒体分析,这篇文章揭示了在殖民地背景下,人类是如何从去殖民空间提取物种并出口到世界其他地区的。当青蛙有利可图时,出口青蛙的企业家就会被估价。然而,青蛙一旦被视为具有侵略性,就会成为仇外心理投射的目标。这篇文章提出了挑战和批判“入侵物种”标签普遍应用的反驳。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.20
自引率
12.90%
发文量
26
期刊介绍: Any educator in the environmental field will find The Journal of Environmental Education indispensable. Based on recent research in the sciences, social sciences, and humanities, the journal details how best to present environmental issues and how to evaluate programs already in place for primary through university level and adult students. University researchers, park and recreation administrators, and teachers from the United States and abroad provide new analyses of the instruction, theory, methods, and practices of environmental communication and education in peer-reviewed articles. Reviews of the most recent books, textbooks, videos, and other educational materials by experts in the field appear regularly.
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