Abstract
The paper explores how critical place-based learning experience impacted preservice teacher meaning-making of an international human and environmental crisis, shifting their conceptions of self, citizenship, and responsibility towards a more global, ecojustice consciousness.
Keywords: Critical place-based learning Pre-service teachers (PSTs) Meaning-making International human and environmental crises Citizenship Responsibility Global consciousness Ecojustice awareness
Core Idea: Fostering Global Ecojustice Consciousness Through Critical Place-Based Learning for Pre-Service Teachers
Link: https://doi.org/10.5038/2577-509X.8.1.1163
Reference: Burroughs, G. C., & Bellino, M. (2024). Nurturing a global ecojustice consciousness among preservice teachers through critical place-based learning. Journal of Global Education and Research (Print), 8(1), 34–48. https://doi.org/10.5038/2577-509X.8.1.1163