Act Globally, Teach Locally: Developing an Eco-Justice Stance Among Preservice Teachers Through Place-Based Service-Learning

Abstract

This paper presents findings from a program in Lesvos, Greece that combines EcoJustice education and critical pedagogies of place in a Global Ecoservice learning experience. This program challenged students to see the deeper political/ecological connections between social and environmental issues as a result of the refugee crisis. Findings reveal participants experienced an evolution in (1) how they understood their role and responsibility for social and environmental crises, (2) recognizing the interconnectedness of systems that lead to socioenvironmental issues including human displacement and environmental degradation, (3) awareness that positions of privilege and wealth shape one's world view and influence identities as global citizens, educators, and consumers, (4) the valuing of local knowledge and alternative ways of problem solving.