Chapter 2 Learn Globally, Teach Locally

Developing an EcoJustice Stance among Preservice Teachers through a Critical Place-Based Pedagogical Model

In: Ecocritical Perspectives in Teacher Education
Authors:
Marissa E. Bellino
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Greer Burroughs
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Abstract

In this chapter, we present a model for ecocritical education with teacher candidates developed by incorporating eco-service learning experiences, collaborative lesson development, and critical reflections and dialogues. Drawing on EcoJustice education and critical pedagogies of place, preservice teachers participate in a model designed to awaken a critical consciousness and develop an ecojustice orientation. As leaders of a non-traditional educational experience not affiliated with a specific education course, we have had the opportunity to develop and implement this model in Lesvos, Greece and in an Andean community in Ecuador. While our experiences of developing this model have been in international contexts, this model can easily be adapted to local contexts as well. By situating the learning in place, it allows both the content and the process of learning to be revealed in ways that are contextualized and rooted in social, political, economic, cultural, and geographic structures. The chapter will first present an overview of this model with examples from our own experiences of implementing each component, beginning with an eco-service experience in Ecuador. We then offer a discussion of the affordances of this model for teacher education along with lessons we have learned from our experiences and challenges that we have faced in pursuing this work.

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