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The case for critical ecology
• Sustainable societies
• Change requires different skills and understanding
• Educators can help learners explore relationships between people and nature
The goal of critical ecology
Self
Nature
Self
Community
Action to construct an equitable and
ecologically balanced society
Ecological awareness
“A thing is right when it tends to preserve the
integrity, stability, and beauty of the biotic
community. It is wrong when it tends
otherwise.”
Aldo Leopold, “The Land Ethic”
Critical awareness Critically recognize causes of injustice
Once the causes are recognized, work for change can begin
The concrete situation that is the cause of the problem must be changed
Paulo Freire, Pedagogy of the Oppressed
Foundation of ecology
Critical awareness
Constructive action
“We should pursue pedagogical strategies that honor a
learner’s developmental readiness for engaging with
complex ecological themes.”
-Gruenewald, “The Best of Both Worlds: A Critical Pedagogy of Place”
Game
The first step is to build a foundation of ecology.
Science is an essential piece of ecology but it should not be the only piece
Place-based learning
Indigenous education – emphasizes relationships between people and nature (Cajete 1994)
Learners explore water in its familiar forms
Drinking Washing
Rai
n
Watering
plants
Clouds
Swimm
ing poolSweat/c
rying
Lakes/rivers
PBS.org
Educational exemplar
Learners understand the ecological relationships
Drinking Washing
Rai
n
Watering
plants
Clouds
Swimm
ing
pool
Sweat/
cryin
g
Lakes/rivers
Chem
istry
of w
ater
Life
HydrosphereSecond tier of understanding moves beyond direct experience
Making the connection between self and larger natural phenomena is essential for a critical awareness
Mitakuya Oyasin
Mitakuya Oyasin is a Lakota phrase meaning “we are all related.”
Ecological relationships are central to many Indigenous education traditions (Cajete).
Multiple ways of knowing, such as indigenous education and preindustrial traditions, support
critical ecology.
Critical awareness
Self
Community
Examines issues of power and access
Responsibilities and duties
Socio-economic situation
Racism and other forms of discrimination
Critical awareness
Self
Community
Nature
Examines issues of ownership
Relationships to ecosystem
Environmental justice
Drawing from a foundation of ecology
Degradation and stewardship
Water awareness worksheet
Critical awareness Environmental policy and debate
Subject to political and commericial rhetoric
Learners need critical thinking skills to evaluate the quality of information they receive
Requires rhetorical analysis and information literacy (Banning 2007)
Educational Exemplar: Genealogies
Informed by critical awareness
Responsive to ecological commitment
Socio-ecological reflection
Constructive action
Educational exemplarCitizen monitering
Planting to control runoff
Visit https://criteco.wikispaces.com
Building foundation is a discussion about lesson planning
Resources has websites and other useful media
Please contribute your thoughts on environmental education in the 21st century
Bibliography
Banning, M. (2007) “Spinning the world: making visible the genealogies of environmental policy.” Radical teacher. No. (78) Pg. 11-18.
Cajete, G. (1994) Look to the mountain. Kivaki Press. Durango, CO
Freire, P. (1970) Pedagogy of the oppressed. Continuum Publishing Co. New York, NY.
Gruenewald, D. A. (2003) “The best of both worlds: a critical pedagogy of place.” Educational researcher. May 2003; 32, 4; Wilson Education Abstracts pg. 3
Leopold, A. (1949) A Sand County almanac and sketches here and there. Oxford University Press. New York, NY.