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Towards Critical Environmental EducationIntegrating Struggles for Environmental Justice into the Curriculum: A Critical Pedagogy Viewpoint (*three Case Studies from Greece: The Keratea’s Sanitary Landfill, the Chalcidice’s Gold Mines and the Struggle Regarding Asopos River)

Towards Critical Environmental Education: Integrating Struggles for Environmental Justice into... [The form taken by environmental education (EE) in the recent years depends strongly on the social, the political and the economical context that the former is embedded in. In many countries of Europe and America, environmental education in schools and universities is—more or less—an attempt to cultivate trends and stances to the students, towards the environment, the ecosystems and the human role in them. But there emerges a necessity, as will be shown in this chapter, to embody environmental justice activism within the framework of EE, thus making it less neutral. The narrative and scopes of environmental justice movements throughout the world have a lot to add to the content and the aims of EE, an aspect that is neglected up to now. If EE has—among other traits—the form of an education for environmental justice, then the rationales, the formations and the final outcomes of environmental activist movements should be included in it. Among other benefits, this would mean that: EE becomes meaningful for the learners, it is a more situated knowledge, it makes them citizens with awareness, and it is in close proximity with the notion of infusing critical pedagogy parameters in environmental education, since critical pedagogy (CP) is putting the connection of provided knowledge with the peoples’ action and movements in its core. This chapter scrutinises what has been done in the curricula of many countries, in order to integrate the knowledge about, as well as the purposes of worldwide environmental justice struggles in them. Additionally, this chapter looks into the research being done on how to integrate traits and issues of the movements of environmental justice into the projects, the courses and the textbooks of EE. In the methodological aspects, this chapter presents specific ways and argumentation on how to transfer things that regulate the environmental struggles in the EE syllabi.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Towards Critical Environmental EducationIntegrating Struggles for Environmental Justice into the Curriculum: A Critical Pedagogy Viewpoint (*three Case Studies from Greece: The Keratea’s Sanitary Landfill, the Chalcidice’s Gold Mines and the Struggle Regarding Asopos River)

Part of the Critical Studies of Education Book Series (volume 14)
Editors: Gkiolmas, Aristotelis S.; Skordoulis, Constantine D.
Gkiolmas, Aristotelis S.
Towards Critical Environmental Education — Nov 4, 2020
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18 pages

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References (26)

Publisher
Springer International Publishing
Copyright
© Springer Nature Switzerland AG 2020
ISBN
978-3-030-50608-7
Pages
67 –85
DOI
10.1007/978-3-030-50609-4_5
Publisher site
See Chapter on Publisher Site

Abstract

[The form taken by environmental education (EE) in the recent years depends strongly on the social, the political and the economical context that the former is embedded in. In many countries of Europe and America, environmental education in schools and universities is—more or less—an attempt to cultivate trends and stances to the students, towards the environment, the ecosystems and the human role in them. But there emerges a necessity, as will be shown in this chapter, to embody environmental justice activism within the framework of EE, thus making it less neutral. The narrative and scopes of environmental justice movements throughout the world have a lot to add to the content and the aims of EE, an aspect that is neglected up to now. If EE has—among other traits—the form of an education for environmental justice, then the rationales, the formations and the final outcomes of environmental activist movements should be included in it. Among other benefits, this would mean that: EE becomes meaningful for the learners, it is a more situated knowledge, it makes them citizens with awareness, and it is in close proximity with the notion of infusing critical pedagogy parameters in environmental education, since critical pedagogy (CP) is putting the connection of provided knowledge with the peoples’ action and movements in its core. This chapter scrutinises what has been done in the curricula of many countries, in order to integrate the knowledge about, as well as the purposes of worldwide environmental justice struggles in them. Additionally, this chapter looks into the research being done on how to integrate traits and issues of the movements of environmental justice into the projects, the courses and the textbooks of EE. In the methodological aspects, this chapter presents specific ways and argumentation on how to transfer things that regulate the environmental struggles in the EE syllabi.]

Published: Nov 4, 2020

Keywords: Environmental justice; Struggles; Curriculum; Critical pedagogy; Teaching; Greece; Environmental education; Keratea; Asopos; Chalkidiki; Suggestions; Educational praxis

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