https://padlet.com/sb31796/5djkksfzl300zhf1 "Perhaps never before have the needs of human society and the objectives of education been so closely linked, nor has education ever had so compelling a rationale and so urgent a responsibility to contribute to the societal change needed to ensure the survival of the planet and a sustainable future." – Jean Perras, Learning for a Sustainable Future en-us 2023-06-05 15:45:24 UTC 2025-11-20 21:02:44 UTC hello@padlet.com https://padlet-uploads.storage.googleapis.com/1548045955/eb2e6c0a0b27ed1c3e57434142ffbf51/459_4598044_environmental_education_png_download_education_logo_png_hd.png sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2614965569 2023-06-05 15:58:26 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2614965569 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2614968291 Ecopedagogy & Education]]> 2023-06-05 16:01:10 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2614968291 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2614968799 2023-06-05 16:01:31 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2614968799 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2614971203 2023-06-05 16:04:15 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2614971203 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2615864668 Ecopedagogy: teaching critical literacies of 'development', sustainabiilty', and 'sustianable development']]> 2023-06-06 13:05:46 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2615864668 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2615885566
Ecopedagogy is a relatively new term gaining recognitition in the late 1990s to develop a planetary consciouness and responsibility through innovative and transformative educational curriculum. The intention is to reconnect humans with nature and natural phenomena while recognizing the "injustice and opression involved in environmental issues" (Hung, 2021, para. 1). It is important to note that ecopedagogy is not just an extension of current ecological or enviornmental studies. However, it is a "ecological worldview" which is grounded on understanding life and the world's interactions, including both living and nonliving components (Hung, 2021). The "othering" which has separated humans from both organic and inorganic components of our earth allows for dominating practices and social injustices to continue to occur. Reorienting the human connection to recognize ecological responsibilities will construct a transcendental life experience for all beings and help maintain a sustainable earth.

Ecopedagogy is viewed through two major disciplines which are not in contradiction, but rather focus on two distinct aspects of the ecopedagogy movement. Philosophical Ecopedagogy elaborates on "epistemology, ethics, aesthetics, and politics. In essenence it takes on a philospocial approach to unpacking the meaning of "ecological worldview". It attempts to "de-anthropocentrise the human understanding of and appreciation for nature" (p. Drengson, 1983, p. 2) in an attempt to discover the nature of our existence and relationships. Recently the movement has expanded into curriculum design with the intention of viewing, learning, and teaching all content areas with an ecological approach. Incorporating an ecological thought accross curriculum develops learners into responsible planetary citizens.

Critical Ecopedagogy is the second avenue of ecopedagogy which focuses on social and political injustices. It aims to "analyze and critique the ecological crisis and the implied eco-injustice by delving into the hidden sociopolitical complexities and, with this understanding, to pursue sustainability, planetary citizenship, and planetary civilization" (Hung, 2021, para. 25). Identifying the human dominance of nature allows us to recognize patterns within our social constructions of society. The disparity of ecological resources as well as the endeavours of some groups over others in capatilistic gains can easily be observed. Deconstructing the social and political aspects of ecological unsustainability elucidates the "othering" which occurs not only between humans but with other animate and inanimant components. In an effort to follow the Freiren concept of praxis, we must ground this type of thinking in theory to develop responsibility actions for a sustainable and free world.

Dregson, A. (1983). Voices from the Canadian Eco Net Work. Trumpeter, 1(1), 1-2.

Hung, R. (2021). Ecopedagogy and Education. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1502 ]]> 2023-06-06 13:26:24 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2615885566 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2615988841 https://www.earthcam.com/usa/newyork/timessquare/?cam=tsrobo1]]> 2023-06-06 14:52:46 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2615988841 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2616001736 Live streaming webcams from around the globe give learners the opportunity to travel online and discover new places. The personal connection created through this visual and "live" representation can strengthen the connection to both organic and inorganic components displayed. Daily observations can lead to the fomation of a dialogue which can be used to explore topics within ecopedagogy and relevant to the content subject of your course emphasizing a constant and pervasive "ecological worldview."]]> 2023-06-06 15:04:29 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2616001736 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2616019733 2023-06-06 15:22:59 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2616019733 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2616021936 2023-06-06 15:25:16 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2616021936 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2616035126 2023-06-06 15:39:06 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2616035126 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2616039214 2023-06-06 15:43:30 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2616039214 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2616040827 2023-06-06 15:44:56 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2616040827 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2616043999 2023-06-06 15:47:35 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2616043999 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2616050208 This graphic illustrates two different philosophies regarding how progress is made to become virtuous and responsible citizens. This graphic can be utilized to open a dialogue regarding the value of each of the different subjects contained within the circles. Leading into a more developed conversation of the emphasis of those circles depicted differently within the two diagrams. ]]> 2023-06-06 15:54:11 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2616050208 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2617289992 Ecopedagogy often gets confused as environmental science education and misses the main directive of teaching environmental principles for societal and sustainable 'development'. Misiaszek (2020) argues "that teaching development must dialectically problem-pose connections between social and environmental violence, planetary unsustainability, and confront the conundrums of sustainable development framings through local to planetary perspective and analysis" (p. 615). The need for a political, social, and economic deconstruction of current ideologies and the subsequently used terminology is increasingly important considering the current global warming crising facing the entire earth. Considering the terms 'development,' 'sustainability,' and 'sustainable developlment' through grounded theory and praxis may enable us to participate in a more democratic manner, both locally and globally.

Ecopedagogy is grounded in the Freirein movement of praxis, 'Theory, Action, Reflection', and in the view that all curriculum is political. Teaching "ecopedagogies do[es] not aim to teach students what to think about socio-environmental issues but rather how to deconstruct them through ecopedagogical reading" (Misiaszek, 2020, p. 617). The intention is to have our students ask questions such as: 'What is sustainable development?', 'Who is this for?', 'Who is establishing the need for such development?' in an effort to create critical thinkers to unpack the terminology and hidden curricula. Developing socio-environemental connections is the first step in Freieren praxis of reflection and theory development. With dialectical exchanges and problem-posing approaches we can develop actions locally and then continue to make a global impact to develop democratically sound actions for a sustainable earth and development.

Failure to deconstruct the previously established non-critical environmental practices and only teaching the concepts of environmental science disregards the social, politcal, and economic influences established through neoliberlism, colonialism, and other forms of hegemony. Focusing on terms such as development, sustainability, and sustainable development these words and concepts can be restructured or even reinvented to ensure inclusivity, global responsibility, and democracy.

Misiaszek, G. W. (2020). Ecopedagogy: teaching critical literacies of ’development’, ’sustainability’, and “sustainable development.” Teaching in Higher Education, 25(5), 615–632. https://doi.org/10.1080/13562517.2019.1586668

]]> 2023-06-07 16:00:37 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2617289992 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2617292059 2023-06-07 16:03:08 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2617292059 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618308265 Teaching our students to become ecoliterate is vital in shaping ecological conscience citizens. In developing students' curriculum every activity should be viewed through an ecopedagogical framework to shape individual's attitudes towards sustainable practices which will influence fairness in the economic, ecological, and social realms of society. These video resources provide information focusing on environmental literacy, sustainable development, and how to interact locally and globally to become ecological conscious and responsible citizens. ]]> 2023-06-08 13:26:37 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618308265 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618319897 Podcasts are more than just a way to connect to the auditory senses, they allow for your brain to create images and enhance visual processes while you engage with the auditory message. This podcast features a central figure in the ecopedagocial movement, Dr. Greg Misiaszek, who discusses climate crisis, ecopedagogy, and liberatory teaching about environmental justice.]]> 2023-06-08 13:38:52 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618319897 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618365121 2023-06-08 14:24:52 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618365121 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618365356 Ellen Bayer and Judson Byrd Finley]]> 2023-06-08 14:25:09 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618365356 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618365583 2023-06-08 14:25:24 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618365583 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618367223 The three above resources are from top academics in the field of ecopedagogy. Misiaszek examines global citizenship education models in an effort to understand how we have become so disconnected from ecology.  David Sobel, Ellen Bayer, and Judson Byrd Finley provide practical applications for ecopedagogy in your classroom, emphasizing the cross curriculum capabilities of ecopedagogy. All of these publications provide analysis of how evironmental pedagogies can develop learners that are grounded in democtratic principles to understand globalization, socio-economics, gender, race, etc., and of course environmental issues.  ]]> 2023-06-08 14:27:01 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618367223 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618387346 2023-06-08 14:48:58 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618387346 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618388267 2023-06-08 14:49:41 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618388267 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618389328 2023-06-08 14:50:49 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618389328 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618390345 2023-06-08 14:51:57 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618390345 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618391025 2023-06-08 14:52:38 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618391025 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618392180 Each of the provided resources are websites that provide interactive games and activities that students can engage with to observe, analzye data, and/or participate with experts in various fields of evironmental sustainability. Measuring your carbon footprint allows for indidividuals to see their ecological impact in the environment locally and globally. Climate kids Nasa provides a gaming platform for elementary children to manipulate variables to see the outcomes of human action. Two of the websites provide access to two major business which are enganging in greening their business to provide clean energy. All of these interactive websites can be used to create engagement, provide visuals, and allow for discussions.]]> 2023-06-08 14:53:59 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618392180 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618397975 Each of these organizations has developed signiciant programs to engage not only the classroom but the entire school in project-based learning and community service revolving around solving environmental challenges and ensuring environmental justice. Project Wet and Projet Green school provide amazing resources to encourage responsible enviornmental stewardship. The EPA provides grants, resources, strategic planning, and collaborative partnerships to develop individuals to participate in the fair treatment and meaningful involvement of all people to participate in environmental sustainability and ensure environmental justice.]]> 2023-06-08 15:00:31 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618397975 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618412373 Developing Teacher's Capacity for EcoJustice Education and Community-Based Learning]]> 2023-06-08 15:18:20 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618412373 sb31796 https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618435739 The continuous and increasing ecological and social problems affecting our planet are continuing to rise and edcuators are faced with creating future citizens capable of addressing these issues to develop appropriate actions. Lowenstein et al. (2010) suggests the concerns that teachers are facing is a dualism between socio-cultural education and environmental education (p. 101). Integration of socio-cultural questions has recently increased in curriculum however, environmental curriculum has lagged in addressing socio-cultural issues. This reflects the "deeply rooted cultural problems that hyper-separates humans from the more than human world and promotes the general idea that humans have the right to manage, exploit and control both other creatures and "other" humans (Plumwood, 2002   as cited in Lowenstein et al., 2010, p. 101). Incorporating an ecopedagogical framework in educator profesional development offers teachers insights and the tools to develop eco-justice within their content areas.

Eco-justice education develops a discourse of not only the explotitive relationships between humans but between all species on earth. The earth is viewed as another human like entity which should be afforded fair and equal rights. Eco-justice "analyz[es] the destructive effects of a worldview organized by a logic of domination, and offers teachers and students ways of responding in their own communities" (Lowenstein et al., 2010, p. 101). It is not only enough to create a curriculum that considers social issues to arrive at understandings of how as a society we arrived at our current place. Eco-justice "make[s] relevant the places, people, living creatures, and ecosystems that embedded part of and to help them to make visible the undisputable harm done when we do not acknowledge the inteconnectedness among all" (Lowenstein et al., 2010, p. 103).

A major component of adding an ecopedagocial framework to current curricula is fostering teacher growth. Lowenstein et al. (2010) argue that profesional development must contain both "inter-personal, and intra-personal transformation....which flows from safety and commonality, to discomfort and disequilibrium, and finally to re-formation and sustainability" in order to participate in a transformative educational experience (p. 105). Through various programs highlighted such as the Southeast Michigan Stewardship Coalition, Lowenstein et al. (2010) share programs and vignettes of effective teacher professional development (p. 116). Through these various programs both effective modeling is provided along with future recommendations for improvement.

Lowenstein, E., Martusewicz, R., & Voelker, L. (2010). Developing Teachers’ Capacity for EcoJustice Education and Community-Based Learning. Teacher Education Quarterly, 37(4), 99–118. http://www.jstor.org/stable/23479462

Plumwood, V. (2002). Environmental culture: The ecological crisis of reason. New York: Routledge.]]> 2023-06-08 15:46:36 UTC https://padlet.com/sb31796/5djkksfzl300zhf1/wish/2618435739