The best of both worlds: a critical pedagogy of place

Gruenewald, David A.

doi:10.1080/13504620802193572

Cited by 285 publications

(288 citation statements)

References 8 publications

Supporting

Mentioning

270

Contrasting

Unclassified

Order By: Relevance

“…An important aspect of this silencing is found in the limited understanding of critical pedagogy of place-based education. Gruenewald (2008) suggests a critical pedagogy of place 'encourages teachers and students to reinhabit their places, that is, to pursue the kind of social action that improves the social and ecological life of places, near and far, now and in the future' (p.314). Gruenewald offers some sound logic in how to reposition education agendas around understandings of place that also have a respectful ethical dimension to the work of teachers.…”

Section: There's Always Going To Be a Job Up Here Cause No One Wantsmentioning

confidence: 99%

Dangerous Practices: The Practicum Experiences of Non-Indigenous Pre-Service Teachers in Remote Communities

Auld¹,

Dyer²,

Charles³

2016

AJTE

View full text Add to dashboard Cite

Section: There's Always Going To Be a Job Up Here Cause No One Wantsmentioning

confidence: 99%

Dangerous Practices: The Practicum Experiences of Non-Indigenous Pre-Service Teachers in Remote Communities

Auld¹,

Dyer²,

Charles³

2016

AJTE

View full text Add to dashboard Cite

“…These scholars provide many of the justifications for Bowers arguments that specifically propose how teachers and students can deal with the cultural patterns of thinking deeply embedded in science and science education, which may lead to cultural and environmental vulnerabilities. Other educational philosophers such as Thayer-Bacon (2003), Gruenewald (2003), Noddings (2006, Sobel (2005), and Smith and Williams (1999) have written about some characteristics embodied by ecojustice and environmentalism in education. Yet Bowers' ecojustice philosophy remains an appealing prospect for mindfully conserving and sustaining the cultural and environmental commons (i.e., shared aspects of cultural life and the environment generally apart from the market), and helping teachers and youth deal with some of the cultural metaphors carried forward in the sciences and in education (for a theoretical analysis of the cultural and environmental commons, see Mueller 2008).…”

Section: Chet Bowers' Ecojustice Ideologymentioning

confidence: 99%

Educational Reflections on the “Ecological Crisis”: EcoJustice, Environmentalism, and Sustainability

Mueller

2008

Sci & Educ

View full text Add to dashboard Cite

There is a tendency by scholars arguing for a more just and sustainable future to position the ''ecological crisis'' as a fundamental reason for major educational reforms. Relying on crisis-talk to fuel social and environmental justice and environmentalism reinforces the thinking of the past, which inadvertently perpetuates the acceptance of present cultural attitudes which frame our relationships with others and the natural world. To evaluate previous cultural thinking and associated traditions of Euro-West society, Chet Bowers asserts that we ought to analyze how assumptions are carried forward as metaphors, which are associated with attitudes towards science, technology, and nature. This pedagogy is called ecojustice education and serves to conserve and sustain cultural diversity and the biodiversity of Earth's ecosystems, which are threatened and vulnerable. But, also carried forward in the language of ecojustice philosophy (and other ecological works) is a presumption that feeds into scientifically proving that a crisis exists, which is associated with organizing schools around an implicit shock doctrine of fear and urgency. This paper explores these assumptions and others associated with a supposition of ecological crisis. The ecological crisis has the potential to marginalize many diverse people who are needed during these times of increasing ecological awareness and uncertainties. Situating education (and the world) in the frenzy associated with crisis, versus the assertion that schools should increase awareness around the belief that a more sustainable lifestyle is beneficial for the individual, the community and the environment is a worthwhile debate and is rich with respect to research opportunities in education.

show abstract

“…Through well chosen and sensitively delivered books and stories, children are able to observe a mutual relationship between their culture and the ecosystem by learning about places they encounter every day. These are the places in which the young children live and learn (Gruenwald, 2003).…”

Section: What Role Can Literature Play In This Process?mentioning

confidence: 99%