Rethinking Terrestrial Pedagogy: Nature, Cultures, and Ethics

Abstract

In this article, I offer a clarification of the ambiguities surrounding the pivotal concepts that have shaped and will continue to shape environmental education movement in the United States and beyond: nature, conservation, sustainable development, and environmental justice. I point out that dualistic frameworks not only polarize environmental educators’ ethical, political, and pedagogical values but also oversimplify complicated ecological issues. It is critical to generate inclusive and collective pedagogical efforts that recognize the interactions between the natural and the cultural, the possibility of integrating ecocentric and technocentric conservation education movements, and the need to foster humility for ongoing dialogues concerning sustainable development and environmental justice.

The quest to cultivate an ecocritical awareness in educational technology scholarship: A question of disciplinary focus in the age of environmental crisis

“…This conclusion aligns with broader concerns emerging in discussions of climate ethics beyond the field of educational technology that recognize that although the whole earth community experiences the realities of climate change and ecological crisis, the nations of the Global North have disproportionately contributed to this problem while the nations of the Global South have disproportionately borne its consequences (Adger & Nelson, 2010; Boff, 1995; Iheka, 2021; Krakoff, 2011; Li, 2006, 2011; Martusewicz et al, 2021; Roberts & Parks, 2010; Rozenberg & Hallegatte, 2018; St Clair, 2010; Williston, 2018). The danger is that this distance between the actions and the environmental consequences of governments, corporations and consumers in the Global North can functionally push anthropogenic environmental destruction “out of sight and out of mind” for those who contribute the most to it.…”

Rethinking Vulnerability in the Age of Anthropocene

“…In point of fact, the concept of "nature" has played a key role in shaping the development of an environmental education that aims to re-affirm the organic connections between humans and nature. 26 Huey-li Li doi: 10.47925/73.321…”