Toward an Eco-justice Pedagogy

Bowers, C. A.

doi:10.1080/13504620120109628

Cited by 128 publications

(81 citation statements)

References 4 publications

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“…Eco-justice and community involves a deep transformation of mindset on the part of the instructor and students, shifting from mechanistic and industrial metaphors to metaphors rooted in living ecology and biological systems [102]. This philosophical transformation necessarily includes a significant emphasis on the diversity, relationships, autopoiesis (self-creation), and non-linearities that are characteristic of complex adaptive systems.…”

Section: Eco-justice and Communitymentioning

confidence: 99%

Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal

Merrill²,

et al. 2017

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Abstract:Research into and practice of Higher Education for Sustainable Development (HESD) have been increasing during the last two decades. These have focused on providing sustainability education to future generations of professionals. In this context, there has been considerable progress in the incorporation of SD in universities' curricula. Most of these efforts have focussed on the design and delivery of sustainability-oriented competences. Some peer-reviewed articles have proposed different pedagogical approaches to better deliver SD in these courses; however, there has been limited research on the connection between how courses are delivered (pedagogical approaches) and how they may affect sustainability competences. This paper analyses competences and pedagogical approaches, using hermeneutics to connect these in a framework based on twelve competences and twelve pedagogical approaches found in the literature. The framework connects the course aims to delivery in HESD by highlighting the connections between pedagogical approaches and competences in a matrix structure. The framework is aimed at helping educators in creating and updating their courses to provide a more complete, holistic, and systemic sustainability education to future leaders, decision makers, educators, and change agents. To better develop mind-sets and actions of future generations, we must provide students with a complete set of sustainability competences.

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Section: Eco-justice and Communitymentioning

confidence: 99%

Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal

Merrill²,

et al. 2017

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“…Further, these and other propositions suggest that EE has multiple potentially competing goals and priorities -e.g. supporting school success (Lieberman and Hoody 1998;Ernst and Monroe 2004;Norman, Jennings, and Wahl 2006;Strife 2010;Crawford and Jordan, 2013), social emancipation (Stables and Bishop 2001;Bowers 2002;Cole 2007), a means to youth development (Jensen and Schnack 1997;Reid et al 2008;Schusler and Krasny 2010), standards-based practice (Simmons 2004), or personal reflective processes (Hart, Jickling, and Kool 1999).…”

Section: Different Perspectives In Eementioning

confidence: 99%

Practitioners’ perspectives on the purpose of environmental education

Fraser

Gupta

Krasny

2014

Environmental Education Research

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Since the 1980s, scholars have suggested that environmental education (EE) has a 'definitional problem' represented by a multiplicity of perspectives that have critically impacted its discourse, practices, and outcomes. This study sought to investigate how North American EE practitioners from backgrounds ranging from formal and non-formal institutions think about their work. We focused on folk narratives and emerging urban environmental concerns of community education rather than reliance on academic opinion alone. Using Q methodology, the study identified five distinct perspectives that appear to represent different ways of prioritizing EE outcomes. All five perspectives were concerned with promoting sustainable living and improved human well-being, but the nuances suggest that an individual who adheres strongly to one may feel someone holding a contrasting perspective is working at cross-purposes. The authors suggest that understanding these perspectives can help reduce misunderstanding within the EE field.

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“…Throughout the literature, place-based education (PBE) is understood as a way of developing more locally responsive education that acknowledges natural locals and their associated ecosystems (Bowers, 2002). According to others (Orr, 2004(Orr, , 2005Smith, 2007) PBE holds great pedagogical potential for developing children's relationships with the ecological systems that exist within the places they live and go to school.…”

Section: Place/community-based Educationmentioning

confidence: 99%

Preparing Pre-service Teachers for Professional Engagement Through Place/community Pedagogies and partnerships

Green¹

2016

AJTE

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Toward an Eco-justice Pedagogy

Cited by 128 publications

References 4 publications

Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal

Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal

Practitioners’ perspectives on the purpose of environmental education

Preparing Pre-service Teachers for Professional Engagement Through Place/community Pedagogies and partnerships

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