Developing a Critical Consciousness of Race in Place-Based Environmental Education: Franco's Story

Autor/in	Miller, Hannah K.
Titel	Developing a Critical Consciousness of Race in Place-Based Environmental Education: Franco's Story
Quelle	In: Environmental Education Research, 24 (2018) 6, S.845-858 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2017.1357802
Schlagwörter	Consciousness Raising; Race; Environmental Education; Place Based Education; Critical Theory; Undergraduate Students; Natural Resources; Water; Student Experience; Ethnic Stereotypes; Qualitative Research; Case Studies; Neighborhoods; Interviews; Class Activities; Student Attitudes + Suchen Sie Ihr Suchwort? Bewusstseinsbildung; Rasse; Abstammung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Kritische Theorie; Natural Ressource; Natürliche Ressource; Wasser; Studienerfahrung; National stereotype; Nationales Stereotyp; Qualitative Forschung; Case study; Fallstudie; Case Study; Neighbourhoods; Nachbarschaft; Interviewing; Interviewtechnik; Schülerverhalten
Abstract	Environmental education (EE) has a history of support for critical place-based pedagogy as a means of learning through engagement in space, both cultural and biophysical. In this paper I tell the story of how Franco--a non-white, non-American undergraduate--engaged with local discourses in a watershed-focused EE program in the rural Midwestern US. I examine how the five tenets of critical race theory (CRT) can be used to interpret Franco's experience, where he encountered multiple instances of racism and xenophobia. I argue that without a critical analysis of race in place-based EE programs, instructors may (a) privilege their own ways of knowing in local settings, (b) rely on 'grit' narratives as mechanisms for mediation of racism, and (c) send non-white students home having learned that they cannot effect meaningful change for sustainability. I conclude with recommendations for faculty in predominantly white institutions on how CRT might foster the development of critical consciousness of race in place-based EE programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01