Ecopedagogical Literacy of a Pandemic: Teaching to Critically Read the Politics of COVID-19 with Environmental Issues

Autor/in	Misiaszek, Greg William
Titel	Ecopedagogical Literacy of a Pandemic: Teaching to Critically Read the Politics of COVID-19 with Environmental Issues
Quelle	In: Journal of Environmental Education, 52 (2021) 5, S.358-369 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2021.1981206
Schlagwörter	COVID-19; Pandemics; Critical Literacy; Ideology; Misconceptions; Social Justice; Sustainability; Ecology; Conservation (Environment); Neoliberalism; Citizenship Education; Political Issues; Natural Resources + Suchen Sie Ihr Suchwort? Kritisches Lesen; Ideologie; Missverständnis; Soziale Gerechtigkeit; Nachhaltigkeit; Ökologie; Conservation; Environment; Konservierung; Bewahung; Umwelt; Neo-liberalism; Neoliberalismus; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Politischer Faktor; Natural Ressource; Natürliche Ressource
Abstract	Politics of public pedagogies that systemically obscured, ignored, and/or flat-out lied about COVID-19 realities that led to, and worsened, the global pandemic coincides with education that falsely justifies environmental violence, unsustainability, and dominance of Nature. I discuss how ecopedagogy, grounded in the popular education models of Paulo Freire, are essential to critically compare and contrast COVID-19 aspects with environmental issues to construct effective environmental pedagogies for critical literacy (i.e., ecopedagogical literacy) to disrupt and "unlearn" ideologies that sustain and intensify unsustainable acts of environmental violence. The following three disruptions are argued as essential for socio-environmental justice and planetary sustainability: disrupting Northern, dominate epistemologies that instills world-Earth distancing (i.e., "us" humans (anthroposphere) from the rest of Nature); disrupting "development" defined within neoliberal and neocolonial framings, including being solely grounded upon epistemologies of the North, and disrupting academic scholarship and structures that lead to the first two aspects needing disruptions as mentioned. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01