Cultural Studies and Environmentalism

by Tippins, Deborah; Mueller, Michael P.; Van Eijck, Michiel; Adams, Jennifer D.

• ISBN13: 9789048139286
• ISBN10: 9048139287
• Format: Hardcover
• Copyright: 2010-10-14
• Publisher: Springer Verlag

Summary

This edited volume brings together theoretical and empirical ideas around ecojustice, place-based (science) education, and indigenous knowledge systems. The purpose of this book is to create a confluence by dissolving some of the tensions surrounding these ideas. It also enlarges the conversation around ecojustice as it pertains to environmental and science education, and demonstrate how these ideas could lead to greater democratic participation and action. The chapters all reflect a sociocultural lens but work towards the ecosociocultural as a nuanced way of investigating issues in environmental and science education and schooling in general. The ideas in the book represent a way to see sociocultural theory as expanded for serving participatory democracy, cultural literacy, community activism, and environmentalism. More specifically, participatory democracy is where people are engaged in situations and participate more fully in local decision-making in addition to advocating for affected parties who may otherwise not have a voice. Historically, ideas surrounding ecojustice, place-based (science) education and indigenous knowledge systems have been separated in the literature and frequently in practice. In the science education literature, the separation of these discourses does not accurately represent how these things actually exist in relation to each other. Thus, this book goes much farther to begin to dissolve the dichotomies and dualisms inherent in traditional conceptualizations of these knowledge systems.

Table of Contents

The Need of Confluence: Why a ôRiverö Runs Through It	p. 1
EcoJustice
Nurturing Morally Defensible Environmentalism	p. 7
EcoJustice Education for Science Educators	p. 11
Toward Awakening Consciousness: A Response to EcoJustice Education and Science Education	p. 29
Invoking the Sacred: Reflections on the Implications of Ecojustice for Science Education	p. 43
Local matters, EcoJustice, and Community	p. 51
Engaging the Environment: Relationships of Demography, EcoJustice, and Science Teacher Education in Response to Wolff-Michael Roth	p. 83
Moral-Ethical Character and Science Education: EcoJustice Ethics Through Socioscientific Issues (SSI)	p. 105
What's Wrong with Genetic Engineering? Ethics, Socioscientific Issues, and Education	p. 129
Action-Based Science Instruction: Service-Learning, Stewardship, and Civic Involvement	p. 137
Developing a Sustainable Agricultural Curriculum in Malawi: Reconciling a Colonial Legacy with Indigenous Knowledge and Practices	p. 151
When Elephants Fight, It Is the Grass That Suffers	p. 165
Working for Change: Reflections on the Issue of Sustainability and Social Change	p. 171
Questions for Copenhagen: EcoJustice Perspectives and Summary	p. 181
Place-Based (Science) Education
Place-Based (Science) Education: Something Is Happening Here	p. 187
Educating-Within-Place: Care, Citizen Science, and EcoJustice	p. 193
Invoking the Ontological Realm of Place: A Dialogic Response	p. 215
A Case Study of David, a Native Hawaiian Science Teacher: Cultural Historical Activity Theory and Implications for Teacher Education	p. 229
Deconstructing Chinn and Hana'ike Pedagogy Through an Indigenous Lens	p. 247
Critical Pedagogy of Place: A Framework for Understanding Relationships Between People in (Contested) Shared Places	p. 257
River Advocacy: Valuing Complex Systems as the Groundwork for River Relationships	p. 269
Bringing the Invisible to Light: Art as Places for Advocacy	p. 275
River Advocacy as a Case of/for Novelizing Discourse in Science Education	p. 281
Implications of Sense of Place and Place-Based Education for Ecological Integrity and Cultural Sustainability in Diverse Places	p. 287
Responding to Place	p. 303
Envisioning Polysemicity: Generating Insights into the Complexity of Place-Based Research Within Contested Spaces	p. 315
Place-Based Education as a Call from/for Action	p. 323
Indigenous Knowledge Systems
One Hundred Ways to Use a Coconut	p. 331
Traditional Ecological Knowledge, Border Theory and Justice	p. 337
Considering the Consequences of Hybridity: Protecting Traditional Ecological Knowledge from Predation	p. 349
On Critical Thinking, Indigenous Knowledge and Raisins Floating in Soda Water	p. 357
Rethinking Models of Collaboration in Critical Pedagogy: A Response to Stonebanks	p. 377
ôWhat Is Ours and What Is Not Ours?ö: Inclusive Imaginings of Contextualised Mathematics Teacher Education	p. 385
Responding to Glocalisation and Foundationalism in Science and Math	p. 409
Australian Torres Strait Islander Students Negotiate Learning Secondary School Science in Standard Australian English: A Tentative Case for Also Teaching and Assessing in Creole	p. 415
Are We Creating the Achievements Gap? Examining How Deficit Mentalities Influence Indigenous Science Curriculum Choices	p. 439
Indigenous Stories: Knowledge Is Sometimes Where You Least Expect to Find It	p. 447
Way to a Waterhole	p. 455
Ecodemocracy and School Science: How Projects of Confluence Guide the Development of the Ecosociocultural	p. 461
Name Index	p. 481
Subject Index	p. 489
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