{"title":"流行病的生态教育素养:批判性阅读新冠肺炎政治与环境问题的教学","authors":"Greg William Misiaszek","doi":"10.1080/00958964.2021.1981206","DOIUrl":null,"url":null,"abstract":"Abstract Politics of public pedagogies that systemically obscured, ignored, and/or flat-out lied about COVID-19 realities that led to, and worsened, the global pandemic coincides with education that falsely justifies environmental violence, unsustainability, and dominance of Nature. I discuss how ecopedagogy, grounded in the popular education models of Paulo Freire, are essential to critically compare and contrast COVID-19 aspects with environmental issues to construct effective environmental pedagogies for critical literacy (i.e., ecopedagogical literacy) to disrupt and \"unlearn\" ideologies that sustain and intensify unsustainable acts of environmental violence. The following three disruptions are argued as essential for socio-environmental justice and planetary sustainability: disrupting Northern, dominate epistemologies that instills world-Earth distancing (i.e., “us” humans (anthroposphere) from the rest of Nature); disrupting “development” defined within neoliberal and neocolonial framings, including being solely grounded upon epistemologies of the North, and disrupting academic scholarship and structures that lead to the first two aspects needing disruptions as mentioned.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"52 1","pages":"358 - 369"},"PeriodicalIF":1.7000,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"10","resultStr":"{\"title\":\"Ecopedagogical literacy of a pandemic: Teaching to critically read the politics of COVID-19 with environmental issues\",\"authors\":\"Greg William Misiaszek\",\"doi\":\"10.1080/00958964.2021.1981206\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Politics of public pedagogies that systemically obscured, ignored, and/or flat-out lied about COVID-19 realities that led to, and worsened, the global pandemic coincides with education that falsely justifies environmental violence, unsustainability, and dominance of Nature. I discuss how ecopedagogy, grounded in the popular education models of Paulo Freire, are essential to critically compare and contrast COVID-19 aspects with environmental issues to construct effective environmental pedagogies for critical literacy (i.e., ecopedagogical literacy) to disrupt and \\\"unlearn\\\" ideologies that sustain and intensify unsustainable acts of environmental violence. The following three disruptions are argued as essential for socio-environmental justice and planetary sustainability: disrupting Northern, dominate epistemologies that instills world-Earth distancing (i.e., “us” humans (anthroposphere) from the rest of Nature); disrupting “development” defined within neoliberal and neocolonial framings, including being solely grounded upon epistemologies of the North, and disrupting academic scholarship and structures that lead to the first two aspects needing disruptions as mentioned.\",\"PeriodicalId\":47893,\"journal\":{\"name\":\"Journal of Environmental Education\",\"volume\":\"52 1\",\"pages\":\"358 - 369\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2021-09-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"10\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Environmental Education\",\"FirstCategoryId\":\"93\",\"ListUrlMain\":\"https://doi.org/10.1080/00958964.2021.1981206\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Environmental Education","FirstCategoryId":"93","ListUrlMain":"https://doi.org/10.1080/00958964.2021.1981206","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Ecopedagogical literacy of a pandemic: Teaching to critically read the politics of COVID-19 with environmental issues
Abstract Politics of public pedagogies that systemically obscured, ignored, and/or flat-out lied about COVID-19 realities that led to, and worsened, the global pandemic coincides with education that falsely justifies environmental violence, unsustainability, and dominance of Nature. I discuss how ecopedagogy, grounded in the popular education models of Paulo Freire, are essential to critically compare and contrast COVID-19 aspects with environmental issues to construct effective environmental pedagogies for critical literacy (i.e., ecopedagogical literacy) to disrupt and "unlearn" ideologies that sustain and intensify unsustainable acts of environmental violence. The following three disruptions are argued as essential for socio-environmental justice and planetary sustainability: disrupting Northern, dominate epistemologies that instills world-Earth distancing (i.e., “us” humans (anthroposphere) from the rest of Nature); disrupting “development” defined within neoliberal and neocolonial framings, including being solely grounded upon epistemologies of the North, and disrupting academic scholarship and structures that lead to the first two aspects needing disruptions as mentioned.
期刊介绍:
Any educator in the environmental field will find The Journal of Environmental Education indispensable. Based on recent research in the sciences, social sciences, and humanities, the journal details how best to present environmental issues and how to evaluate programs already in place for primary through university level and adult students. University researchers, park and recreation administrators, and teachers from the United States and abroad provide new analyses of the instruction, theory, methods, and practices of environmental communication and education in peer-reviewed articles. Reviews of the most recent books, textbooks, videos, and other educational materials by experts in the field appear regularly.