Cultural Studies and Environmentalism

1. Front Matter

   Pages i-xxviii

   PDF

2. EcoJustice

   1. Front Matter

      Pages 5-5

      PDF

   2. The Need for Confluence: Why a “River” Runs Through It

      • Deborah J. Tippins, Michael P. Mueller

      Pages 1-4

   3. Nurturing Morally Defensible Environmentalism

      • Michael P. Mueller, Deborah J. Tippins

      Pages 7-10

   4. EcoJustice Education for Science Educators

      • Rebecca A. Martusewicz, John Lupinacci, Gary Schnakenberg

      Pages 11-27

   5. Toward Awakening Consciousness: A Response to EcoJustice Education and Science Education

      • Michael L. Bentley

      Pages 29-41

   6. Invoking the Sacred: Reflections on the Implications of EcoJustice for Science Education

      • Maria S. Rivera Maulucci

      Pages 43-49

   7. Local Matters, EcoJustice, and Community

      • Wolff-Michael Roth

      Pages 51-82

   8. Engaging the Environment: Relationships of Demography, EcoJustice, and Science Teacher Education in Response to Wolff-Michael Roth

      • Kurt Love, Teddie Phillipson Mower, Peter Veronesi

      Pages 83-104

   9. Moral–Ethical Character and Science Education: EcoJustice Ethics Through Socioscientific Issues (SSI)

      • Michael P. Mueller, Dana L. Zeidler

      Pages 105-128

   10. What’s Wrong with Genetic Engineering? Ethics, Socioscientific Issues, and Education

       • Bradley D. Rowe

       Pages 129-136

   11. Action-Based Science Instruction: Service-Learning, Stewardship, and Civic Involvement

       • Jennifer Ponder, Amy Cox-Peterson

       Pages 137-149

   12. Developing a Sustainable Agricultural Curriculum in Malawi: Reconciling a Colonial Legacy with Indigenous Knowledge and Practices

       • George E. Glasson

       Pages 151-164

   13. When Elephants Fight, It Is the Grass That Suffers

       • Norman Thomson

       Pages 165-170

   14. Working for Change: Reflections on the Issue of Sustainability and Social Change

       • Ajay Sharma

       Pages 171-179

   15. Questions for Copenhagen: EcoJustice Perspectives and Summary

       • Deborah J. Tippins, Michael P. Mueller

       Pages 181-184

3. Place-Based (Science) Education

   1. Front Matter

      Pages 185-185

      PDF

   2. Place-Based (Science) Education: Something Is Happening Here

      • Michiel van Eijck

      Pages 187-191

   3. Educating-Within-Place: Care, Citizen Science, and EcoJustice

      • Doug Karrow, Xavier Fazio

      Pages 193-214

   4. Invoking the Ontological Realm of Place: A Dialogic Response

      • Jennifer D. Adams, Sheliza Ibrahim, Miyoun Lim

      Pages 215-228

As the first book to explore the confluence of three emerging yet critical fields of study, this work sets an exacting standard. The editors’ aim was to produce the most authoritative guide for ecojustice, place-based education, and indigenous knowledge in education. Aimed at a wide audience that includes, but is not restricted to, science educators and policymakers, Cultural Studies and Environmentalism starts from the premise that schooling is a small part of the larger educational domain in which we live and learn. Informed by this overarching notion, the book opens up ways in which home-grown talents, narratives, and knowledge can be developed, and eco-region awareness and global relationships can be facilitated. Incorporating a diversity of perspectives that include photography, poetry and visual art, the work provides a nuanced lens for evaluating educational problems and community conditions while protecting and conserving the most threatened and vulnerable narratives. Editors and contributors share the view that the impending loss of these narratives should be discussed much more widely than is currently the case, and that both teachers and children can take on some of the responsibility for their preservation. The relevance of ecojustice to this process is clear. Ecojustice philosophy is a way of learning about how we frame, or perceive, the world around us—and why that matters. Although it is not synonymous with social or environmental justice, the priorities of ecojustice span the globe in the same way. It incorporates a deep recognition of the appropriateness and significance of learning from place-based experiences and indigenous knowledge systems rather than depending on some urgent “ecological crises” to advocate for school and societal change. With a multiplicity of diverse voices coming together to explore its key themes, this book is an important starting point for educators in many arenas. It brings into better focus a vital role for theEarth’s ecosystems in the context of ecosociocultural theory and participatory democracy alike. “Encompassing theoretical, empirical, and experiential standpoints concerning place-based knowledge systems, this unique book argues for a transformation of (science) education’s intellectual tradition of thinking that emphasizes individual cognition. In its place, the book offers a wisdom tradition of thinking, living, and being that emphasizes community survival in harmony within itself and with Mother Earth.” Glen Aikenhead

• Cultural Studies
• E-Learning
• TEK
• Traditional Ecological Knowledge
• complexity
• ecojustice
• education
• environmental education
• environmentalism
• indigenous knowledge systems
• mathematics
• place-based education

• Dept. Mathematics & Science Education, University of Georgia, Athens, USA

  Deborah J. Tippins, Michael P. Mueller

• Eindhoven School of Education, Eindhoven University of Technology, Eindhoven, Netherlands

  Michiel Eijck

• Brooklyn College, City University of New York, Brooklyn, USA

  Jennifer D. Adams

Policies and ethics