Eco-justice and transdisciplinary approaches to education in the era of the Anthropocene
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(Published version)
Date
2023
Authors
Paige, K.
Lloyd, D.
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Rigney, L.-I.
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Source details - Title: Global Perspectives and New Challenges in Culturally Responsive Pedagogies: Super-diversity and Teaching Practice, 2023 / Rigney, L.-I. (ed./s), Ch.3, pp.20-35
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Educators who intend to assist their students towards the kind of knowing, wanting, and acting that might enable an increasingly whole and just Earth community must embrace the concept of eco-justice. This chapter starts with an outline of shifting worldviews, both ecologically and culturally, and the need to recognise and act on this in order to more than survive in a likely degraded world. To assist educators and students to clarify their place in the Earth’s environments, the chapter uses eco-justice principles and practices that have been developed over the past two decades as the basis of primary/middle science teacher education courses. These principles and practices respect the knowledges of Australia’s First Nations peoples and are, hence, inclusive of culturally responsive pedagogies. While they recognise the enduring damage of the European settler/colonial project, they are positive and proactive and support a more hopeful forward-looking narrative. This chapter illustrates the use of these principles by drawing on examples from two contexts: firstly, science teacher education, and secondly, a primary school classroom where transdisciplinary approaches to slow pedagogy are employed.
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Copyright 2023 selection and editorial matter, Lester-Irabinna Rigney; individual chapters, the contributors
Access Condition Notes: Accepted manuscript available after 1 July 2024