Ecocritical Perspectives in Teacher Education

Series: 

In Ecocritical Perspectives in Teacher Education, the editors share a collection of chapters from diverse critical scholars in teacher education.

Teachers, and their students, are faced with demands that require teacher educators to work toward better preparing them to teach in a changed world—a world where diversity, human rights, sustainability, and democracy must be paramount. This text calls together teacher educators who address the complex ways that social and environmental injustices—like racism, sexism, classism, ableism, and speciesism—weave together to produce dangerous conditions for all life. The volume shares with readers a glimpse into alternatives possible for teaching that are situational, local, and in support of social justice and sustainability.

Contributors are: Marissa E. Bellino, Melissa Bradford, Greer Burroughs, Nataly Chesky, Brandon Edwards-Schuth, Alison Happel-Parkins, Kevin Holohan, Agnes C. Krynski, John Lupinacci, Emilia Maertens, Rebecca Martusewicz, Emma McMain, Michio Okamura, Clayton Pierce, Meneka Repka, Graham B. Slater, Silvia Patricia Solís, JT Torres, Rita Turner, Robert G. Unzueta and Mark Wolfmeyer.

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John Lupinacci, Ph.D. (2013), Eastern Michigan University, is an Associate Professor at Washington State University in the Department of Teaching & Learning. He has published on ecocritical education, including co-authoring EcoJustice Education: Toward Diverse, Democratic, and Sustainable Communities (Routledge, 2021).

Alison Happel-Parkins, Ph.D. (2012), Georgia State University, is an Associate Professor in the department of Counselling, Educational Psychology, & Research at the University of Memphis. As a feminist researcher, she has published on topics related to social and environmental justice.

Rita Turner, Ph.D. (2011), University of Maryland Baltimore County, is an Independent Scholar. Her work focuses on food justice and environmental racism. She is the author of Teaching for EcoJustice: Curriculum and Lessons for Secondary and College Classrooms (Routledge, 2015).
List of Figures and Tables
Notes on Contributors

1 Ecocritical Perspectives in Teacher Education: An Introduction
John Lupinacci, Alison Happel-Parkins and Rita Turner

2 Learn Globally, Teach Locally: Developing an EcoJustice Stance among Preservice Teachers through a Critical Place-Based Pedagogical Model
Marissa E. Bellino and Greer Burroughs

3 Classroom Ecologies That (Re)Claim a Democratic Commons: A Dialogic Inquiry into Creative Coexistence and Value Creation in Teacher Praxis
Melissa Bradford and Michio Okamura

4 The Specter of Enclosure in School Gardens: An Ecocritical Pedagogy for the Educational Commons
Graham B. Slater, Robert G. Unzueta and Clayton Pierce

5 Saberes Curativos and Jardines-Huertos
Silvia Patricia Solís

6 For the Birds: The Pedagogical Value of Drawing on Relationship-Focused Nature Writing
Agnes C. Krynski

7 Bringing the Social and Ecological into Teacher Education: Place-Conscious Teacher Education for Cultivating Community Well-Being
Kevin J. Holohan

8 Anarchism, EcoJustice, and Earth Democracy: An Eco-Anarchic Social Studies for the 21st Century
Brandon Edwards-Schuth and John Lupinacci

9 The Greening of STEM: Teaching Mathematics Pedagogy within an Ecojustice Framework
Nataly Chesky and Mark Wolfmeyer

10 The Cost of Unsettling America: Math Education for EcoJustice
Emilia Maertens and Rebecca Martusewicz

11 Pedagogical Misanthropy in mother! Decentering the Human in Ecocritical Education
JT Torres, Emma McMain and John Lupinacci

12 “Educated by the Jungle”: How Vedda Wisdom Can Impact Ecocritical Pedagogy
Meneka Repka

13 Afterword
John Lupinacci, Alison Happel-Parkins and Rita Turner

Index
All interested in teacher education, teacher learning, educational foundations, environmental education, curriculum and pedagogy, and anyone concerned with teachers preparing their students for a changed world.
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