Developing critical ecology A call to action for educators in the 21 st century

The case for critical ecology Sustainable societies Change requires different skills and understanding Educators can help learners explore relationships between people and nature

The goal of critical ecology Self Nature Self Community Action to construct an equitable and ecologically balanced society

Ecological awareness “A thing is right when it tends to preserve the integrity, stability, and beauty of the biotic community. It is wrong when it tends otherwise.” Aldo Leopold, “The Land Ethic”

Critical awareness  Critically recognize causes of injustice  Once the causes are recognized, work for change can begin  The concrete situation that is the cause of the problem must be changed Paulo Freire, Pedagogy of the Oppressed

Developmental Foundation of ecology Critical awareness Constructive action

Foundation of ecology Critical awareness Constructive action “We should pursue pedagogical strategies that honor a learner’s developmental readiness for engaging with complex ecological themes.” -Gruenewald, “The Best of Both Worlds: A Critical Pedagogy of Place” Game

Visit the two websites below. What are the required ecological understandings?

Development of critical ecology Example: Water

The first step is to build a foundation of ecology.

Science is an essential piece of ecology but it should not be the only piece Place-based learning Indigenous education – emphasizes relationships between people and nature (Cajete 1994)

Learners explore water in its familiar forms DrinkingWashing Rain Watering plants Clouds Swimming pool Sweat/crying Lakes/rivers PBS.org Educational exemplar

Learners understand the ecological relationships DrinkingWashing Rain Watering plants Clouds Swimming pool Sweat/cryi ng Lakes/riv ers Chemistry of water Life Hydrosphere Second tier of understanding moves beyond direct experience Making the connection between self and larger natural phenomena is essential for a critical awareness

Mitakuya Oyasin Mitakuya Oyasin is a Lakota phrase meaning “we are all related.” Ecological relationships are central to many Indigenous education traditions (Cajete). Multiple ways of knowing, such as indigenous education and preindustrial traditions, support critical ecology.

Foundation of ecology Critical awareness Constructive action

Critical awareness Self Community Examines issues of power and access Responsibilities and duties Socio-economic situation Racism and other forms of discrimination

Critical awareness Self Community Nature Examines issues of ownership Relationships to ecosystem Environmental justice Drawing from a foundation of ecology Degradation and stewardship Water awareness worksheet

Critical awareness Environmental policy and debate Subject to political and commericial rhetoric Learners need critical thinking skills to evaluate the quality of information they receive Requires rhetorical analysis and information literacy (Banning 2007) Educational Exemplar: GenealogiesGenealogies

Genealogies of environmental policy 1.Find information about the public debate on water policy 2.Critically evaluate the source of the information 3.Compose arguments that draw on multiple sources to create a diagram of the public debate (who is influencing what?) From “Spinning the World: Making Visible the Genealogies of Environmental Policy” by Marlia Banning

Foundation of ecology Critical awareness Constructive action

Informed by critical awareness Responsive to ecological commitment Socio-ecological reflection Constructive action Educational exemplar Citizen monitering Planting to control runoff

Foundation of ecology Critical awareness Constructive action

Visit Building foundationBuilding foundation is a discussion about lesson planning ResourcesResources has websites and other useful media Please contribute your thoughts on environmental education in the 21st century

Bibliography Banning, M. (2007) “Spinning the world: making visible the genealogies of environmental policy.” Radical teacher. No. (78) Pg Cajete, G. (1994) Look to the mountain. Kivaki Press. Durango, CO Freire, P. (1970) Pedagogy of the oppressed. Continuum Publishing Co. New York, NY. Gruenewald, D. A. (2003) “The best of both worlds: a critical pedagogy of place.” Educational researcher. May 2003; 32, 4; Wilson Education Abstracts pg. 3 Leopold, A. (1949) A Sand County almanac and sketches here and there. Oxford University Press. New York, NY.