John Lupinacci – författare

The third edition of this groundbreaking text offers a powerful model for cultural ecological analysis and a pedagogy of responsibility. Authors Martusewicz, Edmundson, and Lupinacci provide teachers, teacher educators, and educational scholars with the theory and classroom practices they need to help develop citizens who are prepared to support and achieve diverse, democratic, and sustainable societies in an increasingly globalized world. Readers are asked to consider curricular strategies to bring these issues to life in their own classrooms across disciplines. Designed for introductory educational foundations and multicultural education courses, EcoJustice Education is written in a narrative, conversational style grounded in place and experience, but also pushes students to examine the larger ideological, social, historical, and political contexts of the crises humans and the planet we inhabit are facing.

Fully updated with cutting-edge research, statistics, and current events throughout, the third edition addresses important topics such as Indigenous learning, Black Lives Matter, the Flint Water Crisis, Standing Rock, the rise of fascism, and climate change, and develops EcoJustice approaches to confronting these issues. An accompanying online resource includes a conceptual toolbox, links to related resources, and more.

The third edition of this groundbreaking text offers a powerful model for cultural ecological analysis and a pedagogy of responsibility. Authors Martusewicz, Edmundson, and Lupinacci provide teachers, teacher educators, and educational scholars with the theory and classroom practices they need to help develop citizens who are prepared to support and achieve diverse, democratic, and sustainable societies in an increasingly globalized world. Readers are asked to consider curricular strategies to bring these issues to life in their own classrooms across disciplines. Designed for introductory educational foundations and multicultural education courses, EcoJustice Education is written in a narrative, conversational style grounded in place and experience, but also pushes students to examine the larger ideological, social, historical, and political contexts of the crises humans and the planet we inhabit are facing.

Fully updated with cutting-edge research, statistics, and current events throughout, the third edition addresses important topics such as Indigenous learning, Black Lives Matter, the Flint Water Crisis, Standing Rock, the rise of fascism, and climate change, and develops EcoJustice approaches to confronting these issues. An accompanying online resource includes a conceptual toolbox, links to related resources, and more.

This edited volume extends ecological approaches to curriculum theory by recognizing and building on the contributions of the late Chet A. Bowers to curriculum and ecological studies globally.

Chapters provide in-depth explanation of Bowers’ central contributions to the field, including his identification of the linguistic roots of ecological degradation; the need for school curricula to support sustainability; and the principles of cultural commons, eco-justice, and ecological intelligence. Building on these ideas and emphasizing the links between curriculum studies, social justice, and environmental education, the text illustrates how Bowers’ ideas must now inform future approaches to schooling, teacher education, research, and Indigenous communities to guard against the global ecological crises we now face.

This text will benefit researchers, academics, and educators with an interest in curriculum studies, sustainability education, and environmental studies in particular. Those interested in the sociology of education, educational change, and school reform will also benefit from the book.

This edited volume extends ecological approaches to curriculum theory by recognizing and building on the contributions of the late Chet A. Bowers to curriculum and ecological studies globally.

Chapters provide in-depth explanation of Bowers’ central contributions to the field, including his identification of the linguistic roots of ecological degradation; the need for school curricula to support sustainability; and the principles of cultural commons, eco-justice, and ecological intelligence. Building on these ideas and emphasizing the links between curriculum studies, social justice, and environmental education, the text illustrates how Bowers’ ideas must now inform future approaches to schooling, teacher education, research, and Indigenous communities to guard against the global ecological crises we now face.

This text will benefit researchers, academics, and educators with an interest in curriculum studies, sustainability education, and environmental studies in particular. Those interested in the sociology of education, educational change, and school reform will also benefit from the book.

This cutting-edge collection of essays presents to the reader leading voices within food justice, environmental justice, and school to prison pipeline movements. While many schools, community organizers, professors, politicians, unions, teachers, parents, youth, social workers, and youth advocates are focusing on curriculum, discipline policies, policing practices, incarceration demographics, and diversity of staff, the authors of this book argue that even if all those issues are addressed, healthy food and living environment are fundamental to the emancipation of youth. This book is for anyone who wants to truly understand the school to prison pipeline as well as those interested in peace, social justice, environmentalism, racial justice, youth advocacy, transformative justice, food, veganism, and economic justice.