Developing critical ecology

A call to action for educators in the 21st 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

Development of critical ecology

Example: Water

The first step is to build a foundation of ecology.

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

Drinking Washing

Rai

n

Watering

plants

Clouds

Swimm

ing poolSweat/c

rying

Lakes/rivers

PBS.org

Educational exemplar

Learners understand the ecological relationships

Drinking Washing

Rai

n

Watering

plants

Clouds

Swimm

ing

pool

Sweat/

cryin

g

Lakes/rivers

Chem

istry

of w

ater

Life

HydrosphereSecond 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: Genealogies

Foundation of ecology

Critical awareness

Constructive action

Informed by critical awareness

Responsive to ecological commitment

Socio-ecological reflection

Constructive action

Educational exemplarCitizen monitering

Planting to control runoff

Foundation of ecology

Critical awareness

Constructive action

Visit https://criteco.wikispaces.com

Building foundation is a discussion about lesson planning

Resources 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. 11-18.

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.