Ecopedagogy: Critical Environmental Teaching for Planetary Justice and Global Sustainable Development (Bloomsbury Critical Education)

"To stop the downward spiral of intensifying environmental violence that inevitably leads to social violence we, as humans, need to better understand what is at stake and to determine how to make changes at the root levels. Ecopedagogy is centered on understanding the struggles of and connections between human acts of environmental and social violence. Greg W. Misiaszek argues that ecopedagogies grounded in critical, Freirean pedagogies construct learning that leads to human actions geared towards increased social and environmental justice and planetary sustainability. Throughout the book he discusses the need for teaching, reading, and researching through problematizing the causes of socio-environmental violence, including oppressive processes of globalization and constructs of "development", "economics", and "citizenship", to name a few, that emerge from socio-historical oppressions (e.g., colonialization, racism, patriarchy, neoliberalism, xenophobia, epistemicide) and dominance over the rest of nature. Misiaszek concludes with ecopedagogies' challenges within the current post-truth era and possibilities of reimagining UNESCO's Sustainable Development Goals (SDGs)"-- Provided by publisher Title Page Copyright Page Contents Figures Acknowledgments Series Editor’s Preface Introduction 0.1 Key questions problematized 0.2 Pedagogical tools 0.3 Emergent from research 0.4 Structure of the book Part One: Introduction to Ecopedagogy Chapter 1: Ecopedagogy: An Introduction 1.1 Dialogue: Critical and authentic 1.2 Ecopedagogies: Plural and intersectional 1.3 World-Earth: Complexities and conundrums 1.3.1 Organic Ecopedagogical Modeling (OEM) Chapter 2: Ecopedagogical Literacy: Reading the World within Earth 2.1 Countering objectivity and neutrality: An epistemological introduction 2.1.1 Knowledges, sciences, and technologies 2.2 Globalizations: Contested terrains 2.2.1 Development and globalization: Introducing development and Development 2.3 Economics: Countering neoliberalism 2.4 Development and citizenships: An introduction 2.4.1 Sustainability and education for sustainable d/Development (ESD) 2.4.2 Livelihoods read with d/Development Part Two: Foundations of Ecopedagogy Chapter 3: Freirean Reinventions: Ecopedagogy 3.1 Freire as an environmentalist: A very brief introduction 3.2 “Unfinished” world and “Finished” rest of Earth 3.2.1 Hope: Countering fatalism 3.2.2 Globalizations and fatalism 3.3 Countering banking education 3.4 Dialogue: Authentic and diverse 3.5 Praxis-based: Transformative 3.5.1 Radical, revolutionary ecopedagogical praxis 3.6 Bottom-up approaches 3.6.1 Master-slave dialectic: Consciousization of being the hosts 3.7 Generative themes Chapter 4: Teaching for Ecopedagogical Praxis: Theories, Disciplines, and Positionalities 4.1 Positionality problematizing 4.2 Radical ecopedagogical praxis through diverse disciplinary, theoretical lenses 4.2.1 Transdisciplinary constructions 4.2.2 Trans-theoretical framings Part Three: Teaching Ecopedagogical Reading Chapter 5: Reading through Diverse Epistemologies and Methodologies 5.1 Epistemologies of the South 5.2 Disciplinarity and research of ecopedagogical work 5.2.1 Research within ecopedagogical teaching spaces Chapter 6: Reading through Citizenships: “Development,” “Livelihood,” and “Sustainability” 6.1 Problematizing citizenships: Local-to-planetary 6.1.1 Economics and citizenships 6.2 Citizenship solidarity: Problematizing development and sustainability 6.2.1 Reimagining globalizations with development andcitizenship 6.3 Citizenship solidarity: Problematizing livelihood Part Four: Conclusion: Ecopedagogical Possibilities and Challenges Chapter 7: Limit Situations of Ecopedagogies: Post-Truthism and the Sustainable Development Goals (SDGs) 7.1 Disrupting post-truthism and shoveling bullshit 7.2 Interrogating the Sustainable Development Goals (SDGs) References Index "To stop the downward spiral of intensifying environmental violence that inevitably leads to social violence we, as humans, need to better understand what is at stake and to determine how to make changes at the root levels. Ecopedagogy is centered on understanding the struggles of and connections between human acts of environmental and social violence. Greg W. Misiaszek argues that ecopedagogies grounded in critical, Freirean pedagogies construct learning that leads to human actions geared towards increased social and environmental justice and planetary sustainability. Throughout the book he discusses the need for teaching, reading, and researching through problematizing the causes of socio-environmental violence, including oppressive processes of globalization and constructs of “development”, “economics”, and “citizenship”, to name a few, that emerge from socio-historical oppressions (e.g., colonialization, racism, patriarchy, neoliberalism, xenophobia, epistemicide) and dominance over the rest of nature. Misiaszek concludes with ecopedagogies' challenges within the current post-truth era and possibilities of reimagining UNESCO's Sustainable Development Goals (SDGs)." -- Back cover