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Towards Critical Environmental EducationThis Branch Is an E: Conversations About a Curriculum for Earthlings

Towards Critical Environmental Education: This Branch Is an E: Conversations About a Curriculum... [Through the telling of three stories, followed by conversations from our positions as an aunt/scholar and a mother/scholar, this chapter works to articulate and understand the grief we feel at observing children become violently schooled in ways that disembody and separate them from what David Abram (The spell of the sensuous: Perception and language in a more than human world. New York, NY: Vintage, 1997) called ‘the animate earth’ and from the places that languages and cultures emerge(d). The global community of human and non-human others faces an unprecedented ecological crisis characterized by the mass extinction of species and cultures and an unparalleled flow of human beings across borders. In this context, schools could be a radical nexus point in societies where diverse humans of diverse ages and cultures collaborate on living well in this world in this time, in kinship with one another and with other species. We envision the creation and fostering of pedagogies and curriculum that embrace our interdependencies across species, place and time so that our relationships are continuously remembered and cared for. In this light, critical environmental education becomes an interpretive pedagogical stance that can shape life in classrooms and schools towards more healthful and just ways of being and learning together with the earth and all our diverse kin. Inspired by the invitation for chapters for this book, we engaged in focused conversation around stories of shared interest and concern that involved Stephanie’s children (Jackie’s nephew and niece). We drew on duoethnography as a dialogical method to ground ourselves and explore our individual and shared responses to these stories. Our conversation illuminates some of the philosophical, practical, political and cultural challenges in overcoming culturally entrenched ‘traditions’ that remain prevalent in curriculum, schools and schooling.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Towards Critical Environmental EducationThis Branch Is an E: Conversations About a Curriculum for Earthlings

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

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References (20)

Publisher
Springer International Publishing
Copyright
© Springer Nature Switzerland AG 2020
ISBN
978-3-030-50608-7
Pages
51 –65
DOI
10.1007/978-3-030-50609-4_4
Publisher site
See Chapter on Publisher Site

Abstract

[Through the telling of three stories, followed by conversations from our positions as an aunt/scholar and a mother/scholar, this chapter works to articulate and understand the grief we feel at observing children become violently schooled in ways that disembody and separate them from what David Abram (The spell of the sensuous: Perception and language in a more than human world. New York, NY: Vintage, 1997) called ‘the animate earth’ and from the places that languages and cultures emerge(d). The global community of human and non-human others faces an unprecedented ecological crisis characterized by the mass extinction of species and cultures and an unparalleled flow of human beings across borders. In this context, schools could be a radical nexus point in societies where diverse humans of diverse ages and cultures collaborate on living well in this world in this time, in kinship with one another and with other species. We envision the creation and fostering of pedagogies and curriculum that embrace our interdependencies across species, place and time so that our relationships are continuously remembered and cared for. In this light, critical environmental education becomes an interpretive pedagogical stance that can shape life in classrooms and schools towards more healthful and just ways of being and learning together with the earth and all our diverse kin. Inspired by the invitation for chapters for this book, we engaged in focused conversation around stories of shared interest and concern that involved Stephanie’s children (Jackie’s nephew and niece). We drew on duoethnography as a dialogical method to ground ourselves and explore our individual and shared responses to these stories. Our conversation illuminates some of the philosophical, practical, political and cultural challenges in overcoming culturally entrenched ‘traditions’ that remain prevalent in curriculum, schools and schooling.]

Published: Nov 4, 2020

Keywords: Storytelling; Death; Life cycles; Kinship; Location; Guilt; Eco-anxiety; Capitalist schooling; Embodiment; Neuroscience; Interconnection; Ecology; Interdisciplinary curriculum; Neoliberal economic globalization; Eco-pedagogy

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