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EcoJustice Education: Toward Diverse, Democratic, and Sustainable Communities 2nd edition [Minkštas viršelis]

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(Eastern Michigan University), (Washington State University, USA), (University of Oregon, USA)
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EcoJustice Education: Toward Diverse, Democratic, and Sustainable Communities 2nd editionDidesnis paveikslėlis
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EcoJustice Education offers a powerful model for cultural ecological analysis and a pedagogy of responsibility, providing teachers and teacher educators with the information and classroom practices they need to help develop citizens who are prepared to support and achieve diverse, democratic, and sustainable societies in an increasingly globalized world. Readers are asked to consider curricular strategies to bring these issues to life in their own classrooms across disciplines. Designed for introductory educational foundations and multicultural education courses, the text is written in a narrative, conversational style grounded in place and experience, but also pushes students to examine the larger ideological, social, historical, and political contexts of the crises humans and the planet we inhabit are facing.

Pedagogical features in each chapter include a Conceptual Toolbox, activities accompanying the theoretical content, examples of lessons and teacher reflections, and suggested readings, films, and links. The Second Edition features a new chapter on Anthropocentrism; new material on Heterosexism; updated statistics and examples throughout; new and updated Companion Website content.

Recenzijos

"A must-read textbook. Its strength is not only its powerful and carefully considered analysis but also its student-centered approach; the text seamlessly guides students through a multitude of challenging concepts and, at the same time, engages them with its potent and insightful arguments."

Paul J. Ramsey, Eastern Michigan University, USA

"EcoJustice Education is not just another textbook. It is a bold vision for a possible future of social- and eco-justice. Accessible to students, teachers, and educators at all levels, Martusewicz, Edmundson, and Lupinacci make clear the important role education has to play and how educators can put to work in our practice the poignant and provocative thinking of Gregory Bateson, Gregory Cajete, Wendell Berry, and others."

Stephanie L. Daza, Manchester Metropolitan University, UK

Preface xv
Why This Book
Chapter Overview and Changes in the Second Edition
How to Use This Book
Acknowledgments xxii
1 Introduction: The Purposes of Education in an Age of Ecological Crises and Worldwide Insecurities
1(24)
Introduction
1(1)
The Challenges We Face
2(8)
A Cultural Ecological Analysis
10(2)
EcoJustice Education
12(1)
Other Related Approaches
13(6)
What Is Education For?
19(2)
Why We Teach for EcoJustice: A Pedagogy of Responsibility
21(2)
Conceptual Toolbox
23(1)
Suggested Readings and Other Resources
24(1)
2 Rethinking Diversity and Democracy for Sustainable Communities
25(30)
Introduction
25(1)
Linking Diversity, Democracy, and Sustainability
25(1)
Diversity as the Strength of All Communities
26(1)
Community and Diversity
27(4)
Basic Principles of Democracy: How Should We Live Together?
31(4)
Liberal/Representative Democracy, Strong Democracy, and Earth Democracy
35(16)
What Schools and Teachers Can Do
51(1)
Conceptual Toolbox
51(2)
Suggested Readings and Other Resources
53(2)
3 Cultural Foundations of the Crisis: A Cultural/Ecological Analysis
55(40)
Introduction
55(3)
On Difference, Intelligence, and an "Ecology of Mind"
58(4)
Language, Knowledge, and Identity
62(2)
Language, Dualism, and Hierarchized Thinking
64(1)
Metaphors and the Construction of Thought
65(4)
Value Hierarchies, Centric Thinking, and a Logic of Domination
69(19)
Discourses of Sustainable Cultures
88(3)
What Schools and Teachers Can Do
91(1)
Conceptual Toolbox
92(1)
Suggested Readings and Other Resources
93(2)
4 Learning Anthropocentrism: An EcoJustice Approach to Human Supremacy and Education
95(39)
Introduction
95(1)
Back to Bateson and Descartes
96(5)
"The Superior Human?"
101(9)
Institutionalizing Human Supremacism: Examining Biotechnology, Agribusiness, and Animal Entertainment Industries
110(12)
On Learning Shame and Silence
122(3)
K-12 Schools and Higher Education
125(3)
Enacting a Pedagogy of Responsibility
128(2)
Conclusion
130(1)
What Schools and Teachers Can Do
130(1)
Conceptual Toolbox
131(1)
Suggested Readings and Other Resources
132(2)
5 Learning Androcentrism: An EcoJustice Approach to Gender and Education
134(40)
Introduction
134(1)
A Few Definitions
135(2)
Revisiting Metaphor and Dualistic Thinking
137(2)
Historical Background
139(8)
Gendered Education in the 20th Century
147(4)
Sexism in the Classroom and Curriculum
151(4)
Learning the Double Standard: Sexual Harassment and the Dangerous Politics of the Body
155(6)
It Hurts Both Ways: The Making and Performance of Multiple Masculinities
161(3)
Sexuality, "Heteronormativity," and Centric Thinking
164(5)
Conclusion
169(1)
What Schools and Teachers Can Do
170(1)
Conceptual Toolbox
171(1)
Suggested Readings and Other Resources
172(2)
6 Learning Our Place in the Social Hierarchy: An EcoJustice Approach to Class Inequality
174(32)
Introduction
174(3)
Historical Context
177(2)
Class Myths and Realities
179(2)
Class and the Logic of Domination
181(4)
Meritocracy and Intelligence Testing
185(4)
Reproduction of Class in Schools
189(4)
Academic Achievement, School Funding, and Social Class
193(4)
Examining the Culture of Schools
197(3)
Identity and Resistance: The Psychological Consequences of Class
200(2)
Conclusion
202(1)
What Schools and Teachers Can Do
203(1)
Conceptual Toolbox
204(1)
Suggested Readings and Other Resources
205(1)
7 Learning Racism: An EcoJustice Approach to Racial Inequality
206(48)
Gary Schnakenberg
Introduction
206(3)
Race as an Illusion Rooted in Racism as a Discourse
209(1)
Historical Emergence of Racism as a Discourse
210(1)
Race and the Conqueror Model
211(4)
Science and Race
215(9)
Racism and the History of Education
224(8)
The Persistence of Racism Today
232(4)
The Psychology of Race
236(4)
Race and Schooling
240(9)
Conclusion
249(2)
What Schools and Teachers Can Do
251(1)
Conceptual Toolbox
252(1)
Suggested Readings and Other Resources
252(2)
8 Learning About Globalization: Education, Enclosures, and Resistance
254(43)
Introduction
254(1)
What Is Globalization?
255(2)
The Commons and Their Enclosure
257(5)
Globalization: Enclosure Through Ideology and Trade
262(7)
Monocultures Versus Biodiversity
269(4)
Schooling in the Service of Globalization
273(1)
Globalization and Resistance: Case Studies
274(18)
Conclusion
292(1)
What Schools and Teachers Can Do
293(1)
Conceptual Toolbox
294(1)
Suggested Readings and Other Resources
294(3)
9 Learning From Indigenous Communities
297(26)
Introduction
297(1)
Exploring Indigenous Traditions
298(1)
Are We Romanticizing Other Cultures?
299(2)
Educating Through Diverse Oral Traditions
301(2)
Ancient Knowledge of Living Systems: The Importance of Education in Place
303(2)
The Importance of Identity in Place and Space
305(3)
Indigenous Relationships With Animals as Integral to Community
308(3)
On Protecting Diversity: Subsistence in a "Pluriverse" of Communities Versus Universal Human Rights
311(3)
Community Traditions as Alternatives to Universal Human Rights
314(2)
Conclusion
316(3)
What Schools and Teachers Can Do
319(1)
Conceptual Toolbox
320(1)
Suggested Readings and Other Resources
320(3)
10 Teaching for the Commons: Educating for Diverse, Democratic, and Sustainable Communities
323(42)
Introduction
323(1)
Three Stories From the Commons
324(3)
"Economies of Affection" and the Gift of "Blessings" in Our Day-to-Day Lives
327(2)
What Makes Us Happy?
329(2)
The Commons in Modernist Cultures
331(1)
Guidelines for Successfully Working Together in the Commons
332(1)
Educating for the Commons in Communities and Schools
333(25)
Conclusion
358(1)
What Schools and Teachers Can Do
359(3)
Conceptual Toolbox
362(1)
Suggested Readings and Other Resources
362(3)
References 365(18)
Index 383
Rebecca A. Martusewicz is a teacher educator at Eastern Michigan University, where she developed a concentration in EcoJustice Education for the Masters in Social Foundations program.

Jeff Edmundson directs the teacher licensure program at the University of Oregon and teaches courses in EcoJustice at the undergraduate and graduate level.

John Lupinacci is an assistant professor of Cultural Studies and Social Thought in Education in the Department of Teaching and Learning at Washington State University.

All three authors are active in EcoJustice Education, an international organization that includes the Center for EcoJustice Education offering faculty development workshops, The EcoJustice Dictionary, and other resources for teachers and scholars (www.ecojusticeeducation.org).