Ecopedagogy

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Introduction about Ecopedagogy
Historically, ecopedagogy began in a Latin American educational context, growing out of discussions conducted at the Second Earth Summit, held in Rio de Janeiro, Brazil in 1992. In this movement, intellectuals desired to make systematic statements about the interrelationship between humanity and the Earth and to formulate a mission for education universally to integrate an ecological ethic (Wikipedia, 2011a). Specifically, the ecopedagogy movement is an outgrowth of developments in critical pedagogy, a body of educational ideas and practices influenced by the philosopher, Paulo Freire. Following Freire, ecopedagogy mission is to develop a robust appreciation for the collective potentials of being human and to foster social justice throughout the world, but it does so as part of a future – oriented, ecological political vision that radically opposes the globalization of ideologies such as neoliberalism and imperialism, on one hand, and attempts to foment forms of critical ecoliteracy, on the other. Additionally, ecopedagogy has as one of its goals the realization of culturally relevant forms of knowledge grounded in normative concepts such as sustainability, planetarity (i.e. identifying as an earthling) and biophilia - i.e. love of all life (Gadotti, 2003; Wikipedia, 2011a). http://eric.ed.gov/?id=EJ1083582

What is Ecopedagogy?
[1] The term Ecopedagogy is a blendeding together of the two terms ecology and pedagogy.Pedagogy is a method or practice of teaching. It usually refers to an academic subject or theoretical concept. "Eco" refers to ecology or environmental terms. Ecopedagogy traces its roots back to the second Earth Summit in 1992 held Rio de Janeiro, Brazil. According to wikipedia: "As a form of critical theory of education, ecopedagogy works at a meta-level to offer dialectical critiques of environmental education and education for sustainable development as hegemonic forms of educational discourse that have been created by state agencies that seek to appear to be developing pedagogy relevant to alleviating our mounting global ecological crisis. While environmental education strategies undoubtedly accomplish much that is welcome and good from an ecopedagogical perspective, ecopedagogy questions (especially within the context of the United States) the ways in which environmental education is often reduced to forms of experiential pedagogy and outdoor education that may deal uncritically with the experience of “nature” proffered therein – an ideological zone of wilderness representations that are potentially informed by a mélange of racist, sexist, classist and speciesist values. Further, ecopedagogy has begun to pose problems into the way environmental education has become tethered to state and corporate-sponsored science and social studies standards, or otherwise fails to articulate the political need for widespread knowledge of the ways in which modern society and industrial culture promote unsustainable lifestyles, even as it remains marginalized in the research, teacher-training and educational leadership programs of graduate schools of education. Likewise, while ecopedagogy seeks to utilize the ongoing United Nations Decade of Educational for Sustainable Development (2005–2015) to make strategic interventions on behalf of the oppressed, ecopedagogy also attempts to generate conscientization upon the concept of sustainable development and thereby uncloak it of the sort of the widespread ambiguity that it presently maintains." http://www.ecopedagogy.org/# [2] Ecopedagogy is a discourse, a movement, and an approach to education that has emerged from leftist educators in Central and South America including Paulo Freire, Moacir Gadotti and Leonardo Boff that seeks to re-educate “planetary citizens” to care for, respect and take action for all life. How can we, as citizens of the planet, participate in the creation of a world that we want instead of simply observing those who are profiting off of extraction and exploitation create our world for us? What does an education look like that can encourage people to face what is happening, take responsibility for ourselves and work to create healthy, vibrant resilient communities that serve everyone, no one excluded. What kind of education is really relevant today, given our current social and ecological crisis? How is traditional environmental education not relevant? These are some of the questions that are asked by ecopedagogy, which it attempts respond to. http://www.practicingfreedom.org/offerings/ecopedagogy/ Ecopedagogy movement has gained strength specially after the first international Earth Charter in the Perspective of Education, organized by Paulo Freire Institute, with the support of Unesco and the Earth Council, from August 24th to 26th, 1999, in São Paulo and the International Forum on Ecopedagogy, which took place at the College of Psychology and Social Sciences of Porto University (Porto, Portugal), from March 24th to 26th, 2000. [3] Ecopedagogy draws extensively from and claims philosophical roots in Critical Pedagogy. Proponents of ecopedagogy assert, however, that the transformation of the political and social spheres of human endeavor, central to critical pedagogy, can only occur within a simultaneous transformation the ecological sphere. Ecological transformation would require a radical change in the relationship between humankind and all of the forces of nature and life on the planet. Ecopedagogy uses the critical pedagogy discourses of oppression and power as applied to ecology based in the belief that the all ecosystems and the planet itself need to be liberated from human oppression. Among the forces of planetary oppression identified by ecopedagogues are the hegemonic ideologies of neoliberalism and anthropocentrism. Ecopedagogy postulates that true political, social and environmental transformation are inseparable and must happen within a whole Earth ecology. http://thepalebluedotblog.com/post/41776226930/ecopedagogy [4]

Theorists of Ecopedagogy
Paulo Freire, Henry Giroux, Peter McLaren, Joe Kincheloe, Shirley Steinberg. The ecopedagogy movement is an outgrowth of developments in critical pedagogy, a body of educational ideas and practices influenced by the philosopher, Paulo Freire. Following Freire, ecopedagogy's mission is to develop a robust appreciation for the collective potentials of being human and to foster social justice throughout the world, but it does so as part of a future-oriented, ecological political vision that radically opposes the globalization of ideologies such as neoliberalism and imperialism, on one hand, and attempts to foment forms of critical ecoliteracy, on the other. Additionally, ecopedagogy has as one of its goals the realization of culturally relevant forms of knowledge grounded in normative concepts such as sustainability, planetarity (i.e. identifying as an earthling) and biophilia (i.e. love of all life). https://en.wikipedia.org/wiki/Ecopedagogy'''

Note: Work on processes...related to Ecopedagoy
Link : Ecopedagogy

The emergence of ecopedagogy'''
Ecopedagogy, defined as a utopian project that aims to transform human, environmental and social relationships, is an emerging field. It has been described as ‘a pedagogy for everyday life’ (Antunes and Gadotti 2005). While traditiona l pedagogies are anthropocentric, ‘ecopedagogy is based upon a planetary understanding of gender, species, kingdoms, formal, informal, and non-formal education’ (Antunes and Gadotti 2005: 136). In discussing ecopedagogy, Kahn (2010 : 5) argues that along with ‘an ecological crisis of serious proportions, there is also a crisis in environmental education over what must be done about it’ calling for ‘a much more radical and more complex form of ecoliteracy than is presently possessed by the population at large’. Kahn (2010) argues that ecopedagogy is the only way to ensure the shifts in mindset needed to insure the continuation of our species.

The movement began with the First International Meeting on the Earth Charter and Education Perspectives in 1999 in Sao Paulo, and the First International Forum on Ecopedagogy, in 2000. The movement, though not commonly recognised by Northern education scholars, ‘has coalesced largely with Latin America over the last two decades’ (Kahn 2010: 19). Its development within the global south has ‘provided focus and political action on the ways in which environmental degradation results from fundamental sociocultural, political and economic inequalities’. Ecopedagogy also incorporates ‘more typical northern ecological ideas, such as the intrinsic value of all species, the need to care for and live in harmony with the planet as well as the emancipatory potential contained in human aesthetic experiences of nature’ (Kahn 2010: 19). Authors who embrace this theoretical perspective emphasise the opportunities, within sustainability, for curriculum renewal ‘of old education systems founded on competitive principles and values and based on a predatory view of the world. Educating for sustainability means educating for the emergence of a different, possible world’ (Gadotti 2010 : 204). To this end, they argue that ESD is not broad enough to allow for the dynamic pedagogy innovations needed. It is argued that ‘Without a proliferation of sustainable education, Earth will be perceived as nothing more than the space for our sustenance and for technical-technological domination, the object of our research, essays, and sometimes of our contemplation’ (Antunes and Gadotti 2005: 135). Perceived as too radical by some (Francis 2011), ecopedagogy arguably occupies the reconstructivist paradigm (Sterling 2004), which draws upon elements of both constructionism and behaviourism. It is an approach that is rooted in critical pedagogic approaches, championed by Freire (1972) and thus also aligned to DE. This stance adopts a Participative Action Research (PAR) approach, and places a focus on alternative development models. For example, as Kellner (2010: 153) argues, in ‘this uncertain situation, it is up to critical educators and concerned citizens to reenvision the importance of education as a means through which we can engage our current set of crises, as we develop pedagogies adequate to the challenges of the contemporary moment that can promote social transformation guided by concerns of sustainability and justice’. Vare and Scott (2007) support this in stating that the issues we face are co-evolving, while the solutions to them must be adaptive. Subsequently, learning must be open ended and reflexive, allowing us to learn how we might live in the future, a contemporary perspective which is very much aligned to those of ecopedagogy. https://www2.warwick.ac.uk/fac/cross_fac/iatl/resources/outputs/building_bridges_for_education_for_sustainability_report.pdf

Components of Ecopedagogy

 * 1) The Earth Charter’s the four pillar and XVI principles and education for social change by Earth Charter Commission (2000) http://earthcharter.org/virtual-library2/the-earth-charter-text
 * 2) Ecopedagogy Association International : Aims Realize planetary peace, happiness, justice and beauty, manifested by sustainable social and cultural relations between people."The realization of culturally relevant forms of knowledge grounded in normative concepts such as sustainability, planetarity (i.e. identifying as an earthling) and biophilia (i.e. love of all life)".
 * 3) These principles are elaborated as: (1) Equity as a relationship between human and non-human communities. (2) Moral consideration for humans and diverse life forms. (3) Respect for cultural diversity and biodiversity. (4) Inclusively of women and men minorities and diverse life forms all codified in a ethical framework accomodating accountability.

Publications Related to Ecopedagogy

 * 1) Paulo Freire,  Pedagogy of Indignation, 2004
 * 2) Moacir Gadotti, Pedagogy of the earth, 2000
 * 3) Green theary & Praxis : the journey of Ecopedagogy Volume 4 No.2 (2008)
 * 4) Francisco & Prado, Ecopedagogy and planetary citizenship, 1999
 * 5) Gutierrez and Cruz Prado’s Ecopedagogy and Planetary Citizenship (1999)
 * 6) Moacir Gadotti's Pedagogy of the Earth and the Culture of Sustainability (2000)
 * 7) Richard Kahn's Critical Pedagogy, Ecoliteracy, and Planetary Crisis: The Ecopedagogy Movement (2010).

Research related to ecopedagogy

 * 1) The Effect of Ecopedagogy-Based Environmental Education on Environmental Attitude of In-service Teachers * Emel OKUR-BERBEROGLU http://dergipark.ulakbim.gov.tr/iejeegreen/article/view/1087000141/5000135926
 * 2) Learning for three schools in Education for Sustainability (EfS): a case for reorienting whole school systems towards Sustainable Education(SE) https://minerva-access.unimelb.edu.au/handle/11343/42203
 * 3) Building Bridges for Education for Sustainability: 2013 Report Research at the Institute for Advanced Teaching and Learning (IATL)https://www2.warwick.ac.uk/fac/cross_fac/iatl/resources/outputs/building_bridges_for_education_for_sustainability_report.pdf
 * 4) Cultivating the Environmental Awareness of Third Graders through Inquiry Based Ecopedagogy: Impact on Students’ Achievement and Attitudes Lori Jackson http://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1893&context=etd
 * 5) A Participatory Action Research Study of Nature Education in Nature:Towards Community-based Eco-pedagogy Authors: Mustafa Yunus Eryaman, Sukran Yalcin Ozdilek, Emel Okur, Zeynep Cetinkaya, Selcuk Uygun http://www.inased.org/v6n3/ijpev6n3.pdf
 * 6) In-Service Teachers’ Understanding and Teaching of Humane Education Before and After a Standards-Based Intervention Stephanie Itle-Clark http://animalstudiesrepository.org/cgi/viewcontent.cgi?article=1001&amp;context=acwp_he
 * 7) ELECTRONIC THESES & DISSERTATIONS http://digitalcommons.georgiasouthern.edu/etd/

PDF files and links related to ecopedagogy

 * 1) [1] Community-based eco-pedagogy towards change of parents’ lifestyles in South Korea: Younsun Lee*, Heasoog Jo, Booyeun Lim http://www.sciencedirect.com/science/article/pii/S1877042815009192
 * 2) [2] Exploring Ecopedagogy for the Attainment of Education for All in Nigeria :*Muraina Olugbenga OMIYEFA :http://eric.ed.gov/?id=EJ1083582
 * 3) [3] From Education for Sustainable Development to Ecopedagogy: Sustaining Capitalism or Sustaining Life? :Richard Kahn http://www.academia.edu/163841/From_Education_for_Sustainable_Development_to_Ecopedagogy_Sustaining_Capitalism_or_Sustaining_Life
 * 4) [4] Producing crisis: Green consumerism as an ecopedagogical issue:Richard Kahn https://www.researchgate.net/publication/240595993_Producing_crisis_Green_consumerism_as_an_ecopedagogical_issue?enrichId=rgreq-9247de721975ed609d48e9c75eba0503-XXX&enrichSource=Y292ZXJQYWdlOzI0MDU5NTk5MztBUzoxMDIzNDU5MTIzNTY4NjdAMTQwMTQxMjU3NTQ3OA%3D%3D&el=1_x_3
 * 5) [5] Critical Pedagogy, Ecoliteracy and Planetary Crisis: The Ecopedagogy Movement: A Book Review Symposium:Richard Kahn http://www.jceps.com/wp-content/uploads/PDFs/08-1-17.pdf
 * 6) [6] Ecopedagogy: A Movement between Critical Dialogue and Complexity: Proposal for a Categories System:MARÍA DE LOS ÁNGELES VILCHES NORAT http://jsd.sagepub.com/content/10/1/178.full.pdf
 * 7) [7] Eco-pedagogy as the Appropriate Pedagogy to the Earth Charter Process:Angela Antunes and Moacir Gadotti, Brazil http://earthcharter.org/invent/images/uploads/ENG-Antunes.pdf
 * 8) [8] Towards Ecopedagogy: Weaving a Broad-based Pedagogy of Liberation for Animals, Nature, and the Oppressed People of the Earth Richard Kahn (Richard@getvegan.com) http://rabbitadvocacy.com/pdf_files/Nature%20Liberation%20Connection.pdf
 * 9) [9] Review: Critical Pedagogy, Ecoliteracy, & Planetary Crisis: The Ecopedagogy Movement by Richard Kahn http://escholarship.org/uc/item/59w987tj
 * 10) [10] Ecology and Pedagogy: on the educational implications of postwar environmental philosophy YOTAM HOTAM http://pfe.sagepub.com/content/8/3-4/478.full.pdf
 * 11) [11] EDUCATION FOR SUSTAINABLE DEVELOPMENT What we need to learn to save the planet? Moacir Gadotti (*) http://earthcharter.org/invent/images/uploads/Education%20for%20Sustainable%20Development.pdf
 * 12) [12]
 * 13) [13] International Handbook Of Ecopedagogy for Students, Educators & Parents http://bcslde.org/wp-content/uploads/2012/01/International-Handbook-of-Ecopedagogy-for-Students-Educators-and-Parents.-A-Project-for-a-New-Eco-Sustainable-Civilization.pdf
 * 14) [14] Good Practices in Education for Sustainable Development Using the Earth Charter http://earthcharter.org/invent/images/uploads/Good%20Practices.pdf
 * 15) [15] The Effect of Ecopedagogy-Based Environmental Education on Environmental Attitude of In-service Teachers * Emel OKUR-BERBEROGLU http://dergipark.ulakbim.gov.tr/iejeegreen/article/view/1087000141/5000135926
 * 16) [16] Green Theory and Praxis: The Journal of Ecopedagogy Volume 4, Issue 2, 2008 Richard Kahn, Editor http://greentheoryandpraxisjournal.org/wp-content/uploads/2015/02/GTPJ_Vol-4-Issue-2-2008.pdf
 * 17) [17] Ecopedagogy: educating for a new eco-social intercultural perspective Stefan Krasimirov Grigorov* Reinaldo Matias Fleuri** http://bcslde.org/wp-content/uploads/2012/01/Grigorov-S-Fleuri-R.-2012.-Ecopedagogy-Educating-for-a-New-Eco-social-Intercultural-Perspective.-Visao-Global-Joacaba-v.-15-n.-1-2-p.-433-454-jan.dez_.-2012.pdf
 * 18) [18] SEEDS OF RESISTANCE:TOWARDS A REVOLUTIONARY CRITICAL ECOPEDAGOGY[1] PETER McLAREN file:///C:/Documents%20and%20Settings/user/My%20Documents/Downloads/23526-58206-1-PB.pdf
 * 19) [19] What is Ecopedagogy? http://www.practicingfreedom.org/offerings/ecopedagogy/
 * 20) [20] The Earth Charter PREAMBLE http://www.unesco.org/education/tlsf/mods/theme_a/img/02_earthcharter.pdf

Web Resources Related Ecopedagogy

 * 1) http://dod.nic.in/content/about-ministry-0
 * 2) http://www.earthcommission.com/
 * 3) http://neoliberalismeducation.pbworks.com/w/page/50222111/Ecopedagogy
 * 4) http://www.practicingfreedom.org/offerings/ecopedagogy/
 * 5) http://bcslde.org/?page_id=17
 * 6) http://www.ecopedagogy.org/
 * 7) http://www.jsedimensions.org/wordpress/tags/ecopedagogy/
 * 8) http://earthcharter.org/about-eci/annual-reports-2/
 * 9) http://bcslde.org/?p=1
 * 10) http://luisurrieta.blogspot.in/2012/12/international-handbook-of-ecopedagogy.html
 * 11) www.earthcharter.org

References and further Sources

 * 1) http://earthcharter.org/
 * 2) http://www.paulofreire.org/
 * 3) http://www.freire.org/
 * 4) http://www.sgi.org/
 * 5) http://pfe.sagepub.com/content/3/4/446.full.pdf+html
 * 6) http://earthcharter.org/invent/images/uploads/ENG-Antunes.pdf
 * 7) http://escholarship.org/uc/item/59w987tj
 * 8) http://www.jceps.com/wp-content/uploads/PDFs/08-1-17.pdf
 * 9) http://www.scoop.it/t/education-for-sustainable-development/?tag=education
 * 10) http://www.hsehaiti.org/
 * 11) The Ecopedagogy Charter:https://static1.squarespace.com/static/5751c590746fb9c9be542bb3/t/57ae67c52e69cf0f155f010f/1471047622162/Summary+-+Ecopedagogy+copy.pdf
 * 12) Ecopedagogy :https://static1.squarespace.com/static/5751c590746fb9c9be542bb3/t/57ae67c52e69cf0f155f010f/1471047622162/Summary+-+Ecopedagogy+copy.pdf