Learning to Govern Oneself: Environmental Education Pedagogy and the Formation of an Environmental Subject

Ferreira, Jo-Anne

doi:10.1017/s0814062600002585

Cited by 5 publications

(3 citation statements)

References 6 publications

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“…Foucauldian approaches are rather limited within EE research, prompting Jo-Anne Ferreira (2000) to quip that less time should be devoted to merely conceptualizing EE curricula and that researchers should instead "take seriously the means by which we come to conduct our lives as this will offer us opportunities for conducting them differently" (p. 34, italics in original). In other words, less important are the particular truths promulgated by any particular program.…”

Section: Environmentalitymentioning

confidence: 99%

‘Not for everyone, but kind of amazing’: institutional friction and the nature of sustainability education

Henderson

2014

Environmental Education Research

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SynopsisSustainability has become a popular normative social and ecological goal to address conditions of unsustainability. Such terms are often definitionally and contextually vague, warranting research into forms of sustainability education as they actually exist in practice. This study ethnographically explored the theory and practice of sustainability education in an institutionalized setting, including its varied ecological, educational and infrastructural implications. It reports on a three-year institutional ethnography of an elite private school in the northeastern United States. The purpose of the research was to investigate the rootedness, emergence and subsequent embodiment of sustainability education infrastructure, including the physical and ideational construction of a 'living building' on the school's campus.Rooted in a critical realist philosophical approach toward nature, and using ecosystem complexity theory, ecological communication dynamics and political ecology as theoretical lenses, and phronetic case and abductive gestalt analyses as analytic tools, I detailed how the institution engaged in elite-driven change with social, cultural, political and material implications in their immediate and surrounding community. For example, the case study of an animal slaughter experience revealed how specific institutional frictions played out in the school's change process. By tracing particular frictions through the institutional change process, I illuminated the unique cultural and socio-material dimensions present as the institution shiftedoften controversially -to develop and accommodate the nascent sustainability education infrastructure.The emergent conception of sustainability education manifested as the downshifting of social, political and ecological responsibility to the local level and represented a larger trend in the neo-liberalization of environmentalism. I also showed how sustainability education represented a privileged, progressive, upper-class ecochic sensibility in this school and discussed implications relative to conditions of Green Capitalism and Late Industrialism. I observed the eco-chic phenomenon in the artisanal nature of food production, in mindfulness educational activities, in marketing green lifestyles to prospective parents and in the implementation and mystification of efficient green building technologies. Overall, I found that sustainability education involved a classed expectation of a virtuous future life, and this was

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Section: Environmentalitymentioning

confidence: 99%

‘Not for everyone, but kind of amazing’: institutional friction and the nature of sustainability education

Henderson

2014

Environmental Education Research

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“…On some days I belong to a small cadre of researchers (e.g . Fletcher 2010;Ferreira 2000Ferreira , 2009Luke 1999Luke , 2001 on the margins of environmental education who examine environmental issues through a Foucauldian lens. In particular, we draw from Michel Foucault's later work on governmentality (1991) and biopolitics (2008) to examine the practices and discourses that humans use to understand and govern the environment.…”

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confidence: 99%

Out of sight, out of mind: global connection, environmental discourse and the emerging field of sustainability education

Henderson

2015

Cult Stud of Sci Educ

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How might we understand the complex nature of our existence in the world, and what are the implications of such examination? Moreover, how might we go about engaging others in this practice and what are the complications of such an endeavor? Expanding on Quigley, Dogbey, Che and Hallo's findings, I consider the implications of human-environment connections and examine the difficulty of articulating such connections via photovoice methods in particular places. Further, I use a Foucauldian discourse lens to situate this connective process to larger political and social dynamics at work in their paper, and in environmental education in general. Implications for sustainability and sustainability education are then developed, along with suggestions for future research in this emerging field.Keywords Sustainability Á Environmental education Á Photovoice Á Environmentality Á Ecology If you understand, things are just as they are. If you do not understand, things are just as they are.-Zen Proverb I write these words perched above the University of Rochester's academic quad. Sitting near the top floor of a library named after a famous philosopher, I look west toward the Greater Rochester International Airport as commuter planes arrive and depart. This is

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“…Di Chiro's (1987) advocacy for critical feminist approaches remained the only substantial challenge to these paradigms in AJEE until I argued for poststructuralist approaches (Gough, 1991). I regret that neither feminist nor poststructuralist approaches have had a great deal of purchase in the pages of AJEE , although there have been some honourable exceptions, including Barron's (1995) feminist poststructuralist analysis of the constitutive power of environmental discourses, Whitehouse and Taylor's (1996) feminist critique of senior secondary environmental studies courses, and Ferreira's (1999/2000) use of Foucault's work on the formation of the self as an ethical subject.…”

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confidence: 99%

Research Methodologies Represented (or Not) in AJEE

Gough

2014

Aust. J. environ. educ.

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As one of the contributors to the first issue of the Australian Journal of Environmental Education (AJEE) in 1984 (and to a further seven issues between 1991 and 2009), and as a sometime member of its editorial board (1991–1994) and the editorial collective that edited four issues (1999–2002), I have been privileged to witness at close hand its development from infancy to maturity. My particular focus in this brief reflection on the journal's development is on the research methodologies that it has privileged or diminished. In the interests of brevity, I focus in detail only on some tendencies that emerged in the first few issues, with the remainder being dealt with via selective references and impressions.

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Learning to Govern Oneself: Environmental Education Pedagogy and the Formation of an Environmental Subject

Cited by 5 publications

References 6 publications

‘Not for everyone, but kind of amazing’: institutional friction and the nature of sustainability education

‘Not for everyone, but kind of amazing’: institutional friction and the nature of sustainability education

Out of sight, out of mind: global connection, environmental discourse and the emerging field of sustainability education

Research Methodologies Represented (or Not) in AJEE

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