Ecocritical Pedagogies: (Re)Imagining Education for Diversity, Democracy, and Sustainability as Eco-Justice Curriculum

Abstract

Ecocritical pedagogies in teacher education strive to engage teachers in identifying and critically examining the role that education both plays,  and ought to play,  in transitioning toward supporting diverse,  socially just, and sustainable communities. It involves engaging in teaching and learning that explores diverse projects to rethink the dominant assumptions influencing how we, as humans, construct meaning and thus how we learn to relate to each other and the more-than-human world. Engage in examining the community in terms of inclusion and the diverse ways in which our living relationships can be recognized,  respected, and represented through teaching and learning among all community members. Engage in supporting diverse approaches to resisting and healing from Western industrial culture, and, in solidarity, show respect for epistemologies that differ from the current dominant discourses of Western industrial culture.