An Ecopedagogical, Ecolinguistical Reading of the Sustainable Development Goals (SDGs): What We Have Learned from Paulo Freire

Autor/in	Misiaszek, Greg William
Titel	An Ecopedagogical, Ecolinguistical Reading of the Sustainable Development Goals (SDGs): What We Have Learned from Paulo Freire
Quelle	In: Educational Philosophy and Theory, 54 (2022) 13, S.2297-2311 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Misiaszek, Greg William)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2021.2011208
Schlagwörter	Sustainable Development; Environmental Education; Global Approach; Teaching Methods; Educational Theories; Objectives; Educational Quality; Critical Literacy; Language Usage; Ecology; Political Attitudes; Justice; Epistemology; Intercultural Communication; Metalinguistics; Official Languages; Social Differences + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Globales Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Educational theory; Theory of education; Bildungstheorie; Goal definition; Zielsetzung; Quality of education; Bildungsqualität; Kritisches Lesen; Sprachgebrauch; Ökologie; Political attitude; Politische Einstellung; Gerechtigkeit; Erkenntnistheorie; Interkulturelle Kommunikation; Metalanguage; Metasprache; Office language; Amtssprache; Sozialer Unterschied
Abstract	This article will discuss Paulo Freire's global influences on environmental pedagogies and argue that ecopedagogical reinventions are essential for 'quality' education, as touted in the United Nations Sustainable Development Goal (SDG) #4, for global, all-inclusive 'development' that is planetarily sustainable. The politics of how 'development' is taught or not taught to be critically read linguistically and dialogically will be problematized through Freire's work, and reinventions of his work, on ecopedagogy. As Freire was a pedagogue of critical literacy, ecopedagogical literacy widens 'reading the word to read the world' (all humans, human populations) to read Earth to read the world as part of Earth. Such reading is not anthropocentric. The article will first describe Freire's influence on reinventing environmental pedagogies, including education for (un)sustainable development (ESD), with specific discussions on how language of 'development' and corresponding (un)sustainability is framed. These influences from Freire will then be discussed through his de/re/constructions of citizenship, utopia and education, and globalization. Throughout the article, I will argue the need for teaching ecopedagogical literacy with ecolinguistics is essential to better understand the politics of language and (non)hierarchical dialogue which influence how 'development' goals are constructed, including the SDGs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01