Implementing Ecopedagogy as an Experiential Approach to Decolonizing Science Education

Abstract

Background: The field of environmental education (EE) aims to produce an environmentally literate citizenry that is not only aware of environmental problems but is motivated to work toward their solution. However, much of the U.S. EE curricular focus has been on understanding the biophysical environment with rural populations, with little discussion about the environmental problems created by the dominant Western cultural norms. Purpose: Freire’s ecopedagogical framework provides a framework for this discourse, yet there are few studies exploring how to put the theory to action. Experiential education’s principles of practice provide a platform to help environmental educators make this shift. Methodology: This mixed-methods participatory action research study includes observations, 71 document reviews, 29 interviews, and 15 surveys. Findings: This study presents two unique curricular interventions that aim to disrupt cultural patterns of environmental oppression through the use of ecopedagogy. Implications: This work expands on conclusions drawn in research by Smith and Segbers which recommended both transcultural pedagogy and a willingness to move beyond traditional models of curricula. Specifically, White environmental educators and researchers must rise to the challenge of adopting and innovating ecopedagogies that empower youth to explore solutions in their communities.

Coverage of Disabled People in Environmental-Education-Focused Academic Literature

“…In 12 of the 46 downloaded full texts that had relevant content, full texts discussed EE being facilitated through school (five full texts) [131][132][133][134][135], natural outdoor areas/activities/parks (two full texts) [136,137], outdoor fieldwork in higher education (two full text) [138], children's environmental literature (one full text) [139], community gardens (one full text) [140], EE programs (one full text) [141], and in-school garden programs (one full text) [142].…”

“…Within 12 full texts where disabled people were linked to EE, eight full texts referred to disabled people as learners within EE [131][132][133][134][135]137,138,141,142]. An additional text referred to disabled individuals as therapeutic learners by mentioning how access to natural outdoor areas may improve ADHD symptoms [136].…”

“…Of these nine full texts, one text referred to access to natural outdoor areas for youth with ADHD [136], one text mentioned accessible playgrounds [137], one text discussed concerns surrounding accommodating disabled students in outdoor education programs [133], one text mentioned from an oceanic organization presenting statistics showing that few disabled people pursue careers in science and engineering [132], one text profiled a park partnership with schools to adapt EE materials for disabled people [131], one text described including disabled children in early childhood EE [141], one text stated the number of disabled people included in an in-school garden program [142], one text mentioned the percentage of disabled people at a sustainability-focused school [134], and one text mentioned the adoption of inclusive practices to make EE more accessible to disabled people [138]. Two of the full texts simply stated the presence of disabled individuals within EE, but did not mention them any further in the paper [134,142]. There was only one full text where disabled people were mentioned concerning the governance of EE, where Osler [139] examined how disabled people were looked at to guide disability representation in Kenya's environmentally themed Pied Crow Magazine, in an issue that discussed people with disabilities.…”

Between the Sustainable Development Narrative and the Environmental Crisis

“…This condition certainly presents further challenges to the need for the development of critical education in environmental issues through eco-pedagogy at various levels of education, ranging from primary, secondary to tertiary education. Eco-pedagogy is an attempt to promote a critical understanding of human/nature relationships based on reactions to experiences (Zocher et al, 2020). Eco-pedagogy includes an ecological and educational worldview, developing into two major movements: philosophical ecopedagogy, which focuses on metaphysical investigations of human-nature relations and related problems in education, and critical eco-pedagogy, which emphasizes environmental justice; its mission is to criticize injustice and oppression involved in the issue.…”

College Student Perception of the Sustainable Environment: Learning Opportunities after Covid-19

“…Departing from this condition, efforts to encourage critical environmental literacy through eco-pedagogy become one of the strategic efforts that can be taken in the context of pre-disaster efforts. Ecopedagogy aims to promote a critical understanding of human/nature relationships based on reactions to experiences (Zocher and Hougham 2020). Ecopedagogical learning is closely related to the transformation process in education socially and ecologically.…”