Towards Critical Environmental Education Current and Future Perspect
This volume discusses theory, philosophy, praxis and methods in Environmental and Ecological education, and considers the junction with the main visions and issues of Critical Pedagogy. The volume and its separate chapters address four axes, which can als
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Aristotelis S. Gkiolmas Constantine D. Skordoulis Editors
Towards Critical Environmental Education Current and Future Perspectives
Critical Studies of Education Volume 14 Series Editor Shirley R. Steinberg, University of Calgary, Calgary, AB, Canada Editorial Board Rochelle Brock, University of North Carolina, Greensboro, USA Annette Coburn, University of the West of Scotland, Hamilton, UK Barry Down, Murdoch University, Rockingham, Australia Henry A. Giroux, McMaster University, Hamilton, ON, Canada Bronwen Low, McGill University, Montreal, QC, Canada Tanya Merriman, University of Southern California, California, USA Marta Soler, University of Barcelona, Barcelona, Spain John Willinsky, Stanford University, Stanford, CA, USA
We live in an era where forms of education designed to win the consent of students, teachers, and the public to the inevitability of a neo-liberal, market-driven process of globalization are being developed around the world. In these hegemonic modes of pedagogy questions about issues of race, class, gender, sexuality, colonialism, religion, and other social dynamics are simply not asked. Indeed, questions about the social spaces where pedagogy takes place—in schools, media, corporate think tanks, etc.—are not raised. When these concerns are connected with queries such as the following, we begin to move into a serious study of pedagogy: What knowledge is of the most worth? Whose knowledge should be taught? What role does power play in the educational process? How are new media re-shaping as well as perpetuating what happens in education? How is knowledge produced in a corporatized politics of knowledge? What socio-political role do schools play in the twenty-first century? What is an educated person? What is intelligence? How important are socio-cultural contextual factors in shaping what goes on in education? Can schools be more than a tool of the new American (and its Western allies’) twenty-first century empire? How do we educate well-informed, creative teachers? What roles should schools play in a democratic society? What roles should media play in a democratic society? Is education in a democratic society different than in a totalitarian society? What is a democratic society? How is globalization affecting education? How does our view of mind shape the way we think of education? How does affect and emotion shape the educational process? What are the forces that shape educational purpose in different societies? These, of course, are just a few examples of the questions that need to be asked in relation to our exploration of educational purpose. This series of books can help establish a renewed interest in such questions and their centrality in the larger study of education and the preparation of teachers and other educational professionals. More information about this series at http://www.springer.com/series/13431
Aristotelis S. Gkiolmas Constantine D. Skordoulis Editors
Towards Critical Environmental Education Current and Future Perspectives
Editors Aristotelis S. Gkiolmas Depar
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