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action. For example, a study conducted with 10-year-old children in West
Scotland concluded that interactive dramatic education was successful in engaging students in ecological, social, and political dimensions of global problems such as solid waste and deforestation. The dramatic exercises required to make a decision or take a stance, thus strengthening their understanding and conviction of the issues. And ecopedagogy is not limited to formal students; in Turkey, for example, participatory action research showed that an outdoor community-based ecopedagogy program for university professors was successful in the "promotion of public participation, the engagement of students, teacher and parents in local environmental issues, and the development of social capital to achieve environmental sustainability. By situating local knowledge within critical pedagogy and social activism, these projects can help universities to bridge the gap between academia and society."
486:(1988) to describe an educational process in which educators and educands become inscribed in abstract pedagogical systems, resulting in pedagogy as an end and not a means. As used by Illich, ecopedagogy is represented by forms of education that seek the total administration of life through mandatory pedagogical experiences of systemization. As such, he believed that the movements for lifelong education and the creation of global classrooms (Illich & Verne, 1981) by bureaucratic educational institutions exemplified such approaches. However, he was also critical of popular environmentalist pedagogy attempting to mobilize people's sentiments for solutions to problems such as global warming, hunger, and rainforest destruction. Illich's point was that such an ecopedagogy works on a problems/solutions axis that implies a global
544:
meaningless and could be counter-productive to its aims. Ecopedagogy (and critical pedagogy) has also been heavily criticized for not being critical of the categories that underlie its work. Here, critics argue that in valuing individualism, ecopedagogy fails to attend to traditional eco-centered cultures' already deep connection to the non-human world. Moreover, some scholars from the eco- and critical pedagogical traditions fail to recognize how the "primary categories in classical liberal thought may operate in the discourse of critical pedagogy".
445:, i.e. understanding the natural systems that sustain life, can transform people’s worldviews. For example, assumptions about society’s having the right to exploit nature can be transformed into understanding of the need for ecological balance to support society in the long term. The success of such ‘cosmological’ thinking transformations can be assessed by the degree to which such paradigm shifts are adopted by the public.
580:
people have access to information and collaboration through the internet and thus can engage in informal ecological education faster and in wider spheres. Similarly, community projects to install solar panels or wind turbines or simple technology that help farms to transition to agroecology are examples of the uses of technology in ecopedagogy.
465:
and other related forms of contemporary popular education strategies, it is a worldwide association of critical educators, theorists, non-governmental and governmental organizations, grassroots activists and concerned citizens who engage in ongoing dialogue and political action. This process attempts
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that is abhorrent to truly sustainable living in the world. This is a different idea from the way the term and concept is being defined and utilized in critical education circles today, though it is potentially of great importance for the future development of the ecopedagogy movement on the whole.
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teachers, criticisms that necessarily include the ecopedagogy movement. One critic, C.A. Bowers, argues that if ecopedagogy (and the larger critical pedagogy of Freire and
Gadotti) were universally adopted, it would contribute to the hegemonic spread of Western culture and systems, thereby choking
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Both supporters and critics of ecopedagogy agree that historically, critical educators in the West have been largely unsuccessful at addressing environmental issues in their classrooms. However, much disagreement still exists between critics and supporters of ecopedagogy on the ethics, theoretical
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without questioning the mainstream experience of nature as pristine wilderness. Ecopedagogy points out that environmental education is often tethered to state and corporate-sponsored science and social studies standards or fails to articulate the political necessity for widespread understanding of
448:
The technological dimension is two-fold: critiquing the set of polluting technologies that have contributed to traditional development as well as some which are used or misused under the pretext of sustainable development; and promoting clean technologies that do not interfere with ecological and
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Ecopedagogy emphasizes the necessity of praxis alongside theory. Besides the specific ecopedagogy degree programs and Paulo Freire
Institutes, there are many instances of ecological education that not only teach people the critical thinking of ecopedagogy but also engage them in learning through
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Ecopedagogy is not just another pedagogy among many other pedagogies. It not only has meaning as an alternative project concerned with nature preservation (Natural
Ecology) and the impact made by human societies on the natural environment (Social Ecology), but also as a new model for sustainable
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The question of technology had become increasingly pertinent. While the production and consumption of technology largely has a negative effect on the environment and certain aspects of society-environment relations, technology still provides certain new avenues in ecopedagogy. For example, more
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Moderate critics of ecopedagogy argue that the critical lens of ecopedagogy can be useful, but that its adherents must be actively critical of ecopedagogy itself. They argue that without a constant focus on understanding and fostering diversity in thought, culture, and ecosystem, ecopedagogy is
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Ecopedagogy's primary goal is to create a "planetary consciousness" through revolutionary teaching and learning. The movement aims to create educational programs that interrogate the intersection of social, political, economic and environmental systems. As an outgrowth of critical pedagogy,
319:. Ecopedagogy's mission is to develop a robust appreciation for the collective potentials of humanity and to foster social justice throughout the world. It does so as part of a future-oriented, ecological and political vision that radically opposes the globalization of ideologies such as
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as vain attempts by mainstream forms of pedagogy seeking to appear relevant regarding current issues of environmental degradation. It is critical of mainstream representations of nature that are potentially informed by racist, sexist, and classist values, and wary of the tendency of
1242:
Castro-Sotomayor, J. Hoffman, J., Parks, M. Siebert, & M. Thomas, M., Milstein, T. (2018). Embodying education: performing environmental meanings, knowledges, and transformations. The
Journal of Sustainability Education. Special Issue: Art, Social change, & a Vision of
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The strongest criticisms of ecopedagogy begins with the idea that Paulo Freire, critical pedagogy's founding figure, was unconscious of ecological challenges. The well-known collection, Rethinking Freire, includes strong criticisms of many aspects of critical pedagogy by
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out non-Western ways of thinking, viewing, and interacting with the human and built environments. Bowers further argues that adoption of
Freirean ecopedagogy would hasten the existence of a world monoculture and would fail to address the systemic roots of the current
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While members of the ecopedagogy movement recognize that environmental education can accomplish some positive change, they question the ways in which environmental education (especially within global north) is often reduced to forms of experiential pedagogy and
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However, ecopedagogy has tried to utilize the ongoing United
Nations Decade of Educational for Sustainable Development (2005–2015) to make strategic interventions on behalf of the oppressed, using it as an opportunity to unpack and clarify the concept of
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Ron
Ayerman and Andrew Jamison, there are three broad dimensions of environmentally related movements: cosmological, technological, and organizational. In ecopedagogy, these dimensions are outlined by Richard Kahn (2010) as the following:
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The earliest use of the term "ecopedagogy" may have been by de Haan (1984) in a now little-known German text. Shortly thereafter, in the first known
English use of the term, Gronemeyer (1987) described ecopedagogy as the merging of
366:. This was soon followed by the First International Forum on Ecopedagogy. As a result of these conferences, the Ecopedagogy Charter was also formed, launching the spread of ecopedagogy seminars and programs around the world.
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politics and adult education. Ecopedagogy has also been discussed by
Ahlberg (1998); Jardine (2000); Petrina (2000); Yang & Hung (2004); and Payne (2005). The work of Lummis (2002) shares some sympathies, such as a
777:
Gronemeyer, M. 1987. Ecological Education a Failing Practice? Or: Is the Ecological Movement an Educational Movement? In W. Lierman & J. Kulich (Eds.), Adult Education and the Challenge of the 1990s. London: Croom
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and fail to protect the commons from further exploitation. In this view, ecopedagogy is akin to an educational Trojan horse that is little more than a vehicle for transmitting Western culture and domination.
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Kahn, Richard. Technological Transformation as Ecopedagogy: Reconstructing Technoliteracy. Counterpoints, Vol. 359, Critical Pedagogy, Ecoliteracy, and Planetary Crisis: the Ecopedagogy Movement. (2010), pp.
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Gadotti, M. 2003. Pedagogy of the Earth and the Culture of Sustainability. Paper presented at Lifelong Learning, Participatory Democracy and Social Change: Local and Global Perspectives conference, Toronto,
354:, held in Rio de Janeiro, Brazil in 1992. Educators desired to present a theory and discourse about the interrelationship between society and the environment, a statement would eventually be ratified as the
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Grigorov, S. 2012. International Handbook of Ecopedagogy for Students, Educators and Parents. A Project for a New Eco-Sustainable Civilization. BCSLDE, Sofia. Free for download at: www.bcslde.org
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Mustafa, Y.U. et al. (2010). A Participatory Action Research Study of Nature Education in Nature: Towards Community-based Eco-pedagogy. International Journal of Progressive Education. 6:3.
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The organizational dimension emphasizes that knowledge should be of and for the people, thus academics should be in dialogue with public discourse and social movements.
1306:
https://www.academia.edu/4111655/Grigorov_S_and_Fleuri_R._2012._Ecopedagogy_educating_for_a_new_eco-social_intercultural_perspective._Visao_Global_UNOESC_Florianopolis
1032:
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Kahn, Richard. Ecopedagogy: An Introduction. Counterpoints, Vol. 359, Critical Pedagogy, Ecoliteracy, and Planetary Crisis: the Ecopedagogy Movement. (2010), pp. 1–33.
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Grigorov, S & Fleuri, R. 2012. Ecopedagogy: educating for a new eco-social intercultural perspective. Visão Global, UNOESC, Florianopolis. Free for download at:
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Instigating dialogue and self-reflective solidarity across the many groups among educational left, particularly in light of the existing planetary crisis.
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Bowers, C.A. (2005). "How Peter McLaren and Donna Houston, and Other "Green" Marxists Contribute to the Globalization of the West's Industrial Culture".
58:
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civilization from the ecological point of view (Integral Ecology), which implies making changes on economic, social, and cultural structures.
380:
206:
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The Ecopedagogy Movement: From Global Ecological Crisis to Cosmological, Technological and Organizational Transformation in Education
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Milstein, T., Pileggi, M., & Morgan, E. (Eds.) (2017). Environmental Communication Pedagogy and Practice. London, UK: Routledge.
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644:
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Greta Gaard outlines the necessity for children's environmental literature to encompass the following core aspects of ecopedagogy:
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Ecopedagogy is not the collection of theories or practices developed by any particular set of individuals. Rather, akin to the
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One of ecopedagogy's goals is the realization of culturally relevant forms of knowledge grounded in normative concepts such as
287:
720:
Bowers, C.A. (2004). "Revitalizing the Commons or an Individualized Approach to Planetary Citizenship: The Choice Before Us".
676:"Education for the Sustainable Global Citizen: What Can We Learn from Stoic Philosophy and Freirean Environmental Pedagogies?"
1334:
Towards Ecopedagogy: Weaving a Broad-based Pedagogy of Liberation for Animals, Nature and the Oppressed Peoples of the Earth
1363:
Kahn, R (2006). "The Educative Potential of Ecological Militancy in an Age of Big Oil: Towards a Marcusean ecopedagogy".
660:
358:
in 2000. In 1999 the First International Symposium on the Earth Charter in the Perspective of Education was held by the
787:
Ahlberg, M. 1998. Ecopedagogy and Ecodidactics: Education for Sustainable Development, Good Environment and Good Life.
156:
1419:
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was himself at work on a book of ecopedagogy upon his death in 1997, parts of which are included in his posthumous
280:
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The ecopedagogy movement began in a Latin American educational context, growing out of discussions at the second
131:
37:
849:
Yang, S. K.; Hung, R. (2004). "Towards Construction of an Ecopedagogy Based on the Philosophy of Ecocentrism".
674:
Carmona, Luis Gabriel; Simpson, Edward; Misiaszek, Greg; Konstantakos, Leonidas; Whiting, Kai (December 2018).
44:
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Bridging the gap of praxis between scholars and the public (especially activists) on ecopedagogical interests.
1301:
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268:
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to develop ecopedagogical praxis in relation to the needs of particular places, groups and time periods.
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Recently, there have been attempts to integrate critical eco-pedagogy, as defined by Greg Misiaszek with
1026:
1001:
Houston, D and McLaren, P. (2005). "The Nature of Political Amnesia: A Response to C.A. 'Chet' Bowers".
814:
Petrina, S (2000). "The Political Ecology of Design and Technology Education: An Inquiry into Methods".
631:. New York : Routledge, 2018. | Series: Critical global citizenship education ; 2: Routledge.
232:
166:
136:
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Gruenewald, David A. (2005). "More than one profound truth: Making sense of divergent criticalities".
413:
Creating opportunities for the proliferation of ecoliteracy programs, both within schools and society.
359:
141:
105:
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From Education for Sustainable Development to Ecopedagogy: Sustaining Capitalism or Sustaining Life?
531:
442:
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Ecopedagogy scholar Richard Kahn describes the three main goals of the ecopedagogy movement to be:
328:
1178:
Martisewicz, Rebecca (2005). "On Acknowledging Differences that Make a Difference: My Two Cents".
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1359:), Graduate School of Education & Information Studies, University of California, Los Angeles.
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Bowers, C.A. (2012). "Questioning the idea of the individual as an autonomous moral agent".
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McLaren and Houston (2005). "Revolutionary Ecologies: Ecosocialism and Critical Pedagogy".
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342:, planetarity (i.e. identifying as an earthling) and biophilia (i.e. love of all life).
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889:"Globalisation: Building a Partnership Ethic for an Ecopedagogy in Western Australia"
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de Haan, G. 1984. Die Schwierigkeiten der Padagogik. In Beer & de Haan (Eds.),
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Educational drama in education for sustainable development: ecopedagogy in action.
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Critical Pedagogies of Consumption: Living and Learning Beyond the Shopocalypse
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Critical Pedagogy, Ecoliteracy, and Planetary Crisis: The Ecopedagogy Movement
501:(2004). Other influential books include: Francisco Gutierrez and Cruz Prado's
90:
1376:
751:
Bowers, C.A. 2010. Educational Reforms that Foster Ecological Intelligence.
692:
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directed by Moacir Gadotti and in collaboration with the Earth Council and
636:
315:, a body of educational praxis influenced by the philosopher and educator
1302:
http://editora.unoesc.edu.br/index.php/visaoglobal/article/view/3435/1534
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Ironically, at the same time it was coined by Freire's friend-cum-critic
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1231:
1219:
Children’s environmental literature: from ecocriticism to ecopedagogy.
363:
1323:
Producing Crisis: Green Consumerism as an Ecopedagogical Issue
1049:
Re-Thinking Freire: Globalization and the Environmental Crisis
1046:
Bowers, Chet A.; Apffel-Marglin, Fr'd'Rique (2004-12-13).
742:
Green Theory & Praxis: The Journal of Ecopedagogy. 4:1
816:
International Journal of Technology and Design Education
311:
movement is an outgrowth of the theory and practice of
1392:
Magalhaes, H. G. D. (2005). "Ecopedagogia y Utopia".
766:
Okopadagogik. Aufstehen gegen den Untergang der Natur
522:
approach, and methodology of this pedagogical style.
327:, while also attempting to foment forms of critical
1336:. In A. Darder, R. Torres and M. Baltodano (Eds.),
1312:
Love Hurts: Ecopedagogy Between Avatars and Elegies
569:
Teaching THROUGH the social and natural environment
802:“Under the Tough Old Stars”: Ecopedagogical Essays
563:Teaching ABOUT the social and natural environment
1259:Pedagogy, Culture & Society. 18:3, 289-308.
423:Angela Antunes and Moacir Gadotti (2005) write:
566:Teaching IN the social and natural environment
397:the unsustainable nature of modern lifestyles
288:
16:Pedagogy grounded on the ecological worldview
8:
1031:: CS1 maint: multiple names: authors list (
629:Educating the Global Environmental Citizen
572:Teaching the connections of sustainability
441:The cosmological dimension focuses on how
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59:Schooling and the Struggle for Public Life
18:
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768:. Weinheim, Basel: Beltz: pp. 77–91.
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1325:. In J. Sandlin and P. McLaren (Eds.),
893:Australian Journal of Teacher Education
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627:Misiaszek, Greg William (2017-12-15).
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1232:https://doi.org/10.4324/9781315562148
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868:Payne, P (2005). "Growing Up Green".
789:Bulletins of the Faculty of Education
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503:Ecopedagogy and Planetary Citizenship
381:education for sustainable development
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1347:. Doctoral Dissertation (Committee:
958:Gutierrez, F. & C. Prado. 1999.
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1394:Educação Temática Digital, Campinas
960:Ecopedagogia e Cidadania Planetaria
949:. Boulder, CO: Paradigm Publishers.
923:. Mexico: Joaquín Mortiz / Planeta.
851:Journal of Taiwan Normal University
1415:Pedagogical movements and theories
934:Imprisoned in the Global Classroom
804:. Brandon, Vermont: Solomon Press.
207:Critical theory of maker education
14:
932:Illich, I. & E. Verne. 1981.
728:– via Taylor & Francis.
388:" of environmental terminology.
936:. London: Writers & Readers.
710:. São Paulo, Brazil: Peiropolis.
457:Discussion of term in literature
1340:(2nd ed.). New York: Routledge.
919:Illich, I. 1988. Ecopedagogia.
791:. No: 69.University of Joensuu.
360:Instituto Paulo Freire, Brasil
335:to create Stoic eco-pedagogy.
1:
753:Education and the Environment
1338:The Critical Pedagogy Reader
1157:10.1080/03057240.2012.691626
962:. São Paulo, Brazil: Cortez.
1365:Policy Futures in Education
1316:Teacher Education Quarterly
509:(2000), and Richard Kahn's
157:Teaching for social justice
1441:
1192:10.1207/s15326993es3702_11
1145:Journal of Moral Education
1122:10.1207/s15326993es3702_10
1255:McNaughton, M.J. (2010).
1087:10.1207/s15326993es3702_8
1011:10.1207/s15326993es3702_9
906:10.14221/ajte.2002v27n1.2
505:(1999), Moacir Gadotti's
434:social movement theorists
132:Anti-oppressive education
38:Pedagogy of the Oppressed
1377:10.2304/pfie.2006.4.1.31
1318:, Vol. 37, No. 4 (Fall).
755:Vol. 37, No. 4, pp. 9–31
659:: CS1 maint: location (
45:Critical Pedagogy Primer
1425:Environmental education
947:Pedagogy of Indignation
828:10.1023/a:1008955016067
738:Kahn, Richard. (2008).
499:Pedagogy of Indignation
404:sustainable development
377:environmental education
333:Modern Stoic philosophy
269:Political consciousness
152:Multicultural education
1329:. New York: Routledge.
1221:Neohelicon 36:321–334.
1167:– via Routledge.
693:10.3390/educsci8040204
430:
375:ecopedagogy critiques
202:Critical consciousness
172:Public sphere pedagogy
162:Humanitarian education
800:Jardine, D. W. 2000.
637:10.4324/9781315204345
548:Ecopedagogy in action
507:Pedagogy of the Earth
425:
233:Consciousness raising
137:Abolitionist teaching
182:Feminist composition
142:Anti-bias curriculum
1180:Educational Studies
1110:Educational Studies
1075:Educational Studies
1003:Educational Studies
984:Educational Studies
870:Journal of the HEIA
722:Educational Studies
370:Objectives and aims
1217:Gaard, G. (2009).
887:Lummis, G (2002).
708:Pedagogia da Terra
680:Education Sciences
463:World Social Forum
259:Ecological empathy
52:Learning to Labour
1420:Critical pedagogy
945:Freire, P. 2004.
706:Freire, P. 2000.
537:ecological crisis
394:outdoor education
313:critical pedagogy
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228:Hidden curriculum
197:Critical literacy
177:Popular education
106:Shirley Steinberg
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1400:(1): 53–60.
1357:Steven Best
1005:: 196–214.
484:Ivan Illich
443:ecoliteracy
325:imperialism
309:ecopedagogy
187:Ecopedagogy
111:Paul Willis
29:Major works
1409:Categories
876:(3): 2–12.
686:(4): 204.
584:References
517:Criticisms
479:approach.
91:bell hooks
1385:145592432
1351:, Chair;
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215:Concepts
124:Pedagogy
116:Ira Shor
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972:Canada.
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241:Related
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364:UNESCO
223:Praxis
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