Ecopedagogy as an Element of Citizenship Education: The Dialectic of Global/Local Spheres of Citizenship and Critical Environmental Pedagogies

Autor/in	Misiaszek, Greg William
Titel	Ecopedagogy as an Element of Citizenship Education: The Dialectic of Global/Local Spheres of Citizenship and Critical Environmental Pedagogies
Quelle	In: International Review of Education, 62 (2016) 5, S.587-607 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-016-9587-0
Schlagwörter	Citizenship Education; Environmental Education; Teaching Methods; Specialists; Foreign Countries; Geographic Regions; Qualitative Research; Conflict; Politics of Education; Transformative Learning; Critical Theory; Justice; Comparative Analysis; College Faculty; Global Approach; Argentina; Brazil; United States + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Qualitative Forschung; Konflikt; Educational policy; Bildungspolitik; Pädagogische Transformation; Kritische Theorie; Gerechtigkeit; Fakultät; Globales Denken; Argentinien; Brasilien; USA
Abstract	Emerging from popular education movements in Latin America, "ecopedagogy" is a critical environmental pedagogy which focuses on understanding the connections between social conflict and environmentally harmful acts carried out by humans. These connections are often politically hidden in education. Ecopedagogy, while being pluralistic, is in its essence defined as a critical, transformative environmental pedagogy centred on increasing social and environmental justice. Its ultimate aim is to find a sustainable balance between the conflicting goals of diverse notions of human progress and environmental wellbeing. This article is based on two comparative research projects. The first was a qualitative study on ecopedagogical models involving 31 expert ecopedagogues in Argentina, Brazil and the Appalachian region of the United States. They were asked for their perspectives on how successful ecopedagogy can be defined within the contexts in which they taught and conducted research. The second study analysed how 18 international expert scholars of citizenship and/or environmental pedagogy from six world continents regarded the ways in which citizenship intersects with environmental issues and the pedagogies of both in an increasingly globalised world, with specific focus on Global Citizenship Education. Results from the first study indicate the following two needs for effective environmental pedagogies: (1) for there to be an ecopedagogical paradigm shift in environmental teaching and research; and (2) for ecopedagogy to be an essential element of citizenship education (and vice versa). This article examines how conflicting processes of globalisation both help and hinder in achieving such a paradigm shift by decentring traditional nation-state citizenship. Results from the second study indicate how critical teaching within and between different spheres of citizenship (e.g. local, national, global, and planetary citizenship) is essential for ecopedagogy (and the ecopedagogical element). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01