Draft 2018.06.15

Call for Entries on Ecopedagogical Literacy

The Springer Encyclopedia of Educational Innovation – A Living Reference Work will have a sectional theme of Ecopedagogical Literacy, as described below. The section will include 10 entries of 3,000 words each.

Publication Encyclopedia of Educational Innovation (Springer Nature Singapore Pte Ltd.) Editors: Michael A. Peters, Ph.D. & Richard Heraud

Section Editor for Ecopedagogical Literacy Greg William Misiaszek, Ph.D. Beijing Normal University (BNU); Paulo Freire Institute, UCLA

Deadlines • Abstract to be considered: August 31, 2018 o 300 words max (email [email protected]) o decision given by September 15, 2018 • First Draft: December 15, 2018 o Returned review by January 15, 2019 • Final Draft: March 1, 2019

ECOPEDAGOGICAL LITERACY (theme description) This section’s entries will discuss various environmental pedagogical practices and theoretical modeling for teaching to critically “read”, and “re-read”, the inherent connections between social and environmental violence through anthropocentric and biocentric/planetary lenses. Ecopedagogy, plural in definition, are critical-based, grounded in popular education models largely from the Global South, which are transformative for praxis within socio- environmental justice models (Gadotti, 2000, 2008b; Gadotti & Torres, 2009; Gutiérrez & Prado, 2008; Kahn, 2010). There is a more detailed description of ecopedagogies at the end of this document. Environmental pedagogies often fail by centering teaching on learning about environmental issues rather than praxis to determine necessary environmental actions, prioritizing the transfer of knowledge on environmentalism rather than reading how to better live within the World (i.e. societies) and Earth (i.e., all that makes up Earth, organic and non- organic) to truly achieve sustainability/balance (Misiaszek, 2011, 2015, 2018; Misiaszek & Torres, forthcoming (2018)). Ecopedagogical literacies are essential to determine socio- environmental injustices, to deepen and widen understanding of the politics of these injustices, to determine which populations most suffer from environmental violence that often coincides with socio-historic oppression (e.g., gender, race, neo-/colonialism, sexual orientation), to determine world-Earth balance, and problematize these and other aspects to determine possible solutions to overcome the limit situations, as termed by Paulo Freire (Misiaszek, 2018; Misiaszek & Torres, forthcoming (2018)). At the end of this document there is an additional paragraph defining ecopedagogical literacies. Contributions will incorporate multiple constructs of innovative-ness stemming from, although not limited to, four aspects which frequently intersect with one another. First will be innovative environmental pedagogies that focus on critical literacy for praxis that leads to transformative, radical actions for environmental well-being within and outside current Draft 2018.06.15 societal structures (e.g., political, economic), problematizing the need of transforming these structures themselves. Being an “innovative” environmental pedagogy is not solely determined by being a new way of teaching but also meaningful/purposeful incorporation of non-dominate sciences, knowledges, and technologies (specifically lower-case as opposed to dominate Sciences, Knowledges, and Technologies which are often Western, rather than local/Indigenous constructs (Harding, 1991, 1998, 2006)), such as Gaia (Gadotti, 2008a), Ubuntu (Assié-Lumumba, 2017; Murithi, 2007), and planetary citizenship (Gadotti, 2008a; Gutiérrez & Prado, 2008; Misiaszek, 2018), among many others. A second aspect of innovation is critical media culture literacy within, upon, and reinventions of current technologies, including but not limited to, the internet. This includes the very important informal education from social media and online “news” targeting within increasingly globalized post-truth societies. Within this aspect, Richard Kahn and other scholars (Kahn, 2010; Kahn & Kellner, 2006) have argued the need to reinvent such technologies for holistic environmental well-being. Third are innovations of evaluation of students’ ecopedagogical literacy, in which critical analysis and thinking is not ancillary but the focus of assessment, rather than testing on didactic knowledge transferred. The forth aspect is innovative research that analyze ecopedagogical literacy taught, or not taught, within environmental learning spaces. Such research determines the possibilities of contextual borrowing and lending through comparative methodologies for wider implementation of ecopedagogical literacy- focused teaching.

Definitions and Descriptions

Encyclopedia of Educational Innovation (project description) The field of innovation studies is both very recent and constituted through a variety of disciplines: economics, sociology, management and psychology but also philosophy, history, web science and Internet Studies. It embraces new fields like collective intelligence, social media and network analysis, artificial intelligence, automation and deep learning. In short, it has become the latest and one of the most dominant discourses of the knowledge economy that is also increasingly referred to as the ‘innovative economy.’ On this predominantly economic model, innovation is a source of ongoing productivity and growth, without limit. It is a model that favours education at all levels as the policy mothership that increasingly guides a new cultural and sharing economics in its social and open dimensions as a means of fostering international competitiveness and developing platforms for creativity and innovation. This new model of open and social innovation is a very different notion to the standard economic view, bringing to the fore the ethics of collaboration in the service of co- creation, peer- and co-production that is more suited to the digital age of social media. It is a model that has the power to radically transform education in the near future as educational institutions become less like factories in the industrial age and more like a Google workplace in the knowledge age.

Ecopedagogical Literacy (brief definition) Ecopedagogical teaching is for consciousization (conscientização) of societal structures that sustain socio-environmental oppressions. This is aligned with what Freire eloquently described in Pedagogy of the Oppressed (2000) as critical literacy of social oppressions. In essence, all environmental teaching is literacy education to read environmental problems, but ecopedagogy specifically focuses on critical reading of the core reasons for their occurrence which are often structurally hidden, along with their full negative effects. As Draft 2018.06.15 transformative centered, ecopedagogical teaching through discussions that problematizes what actions are needed both within societies’ current social, economic, and political structures, as well as necessary actions to transform the structures themselves. It is important to note that transformation here and throughout the book indicates change that counters current structures and normative ideologies, often paradigm-shifting, and is lasting rather than temporary changes, needing transformational action determined reflective needs of socio-environmental justice (i.e., praxis). Ecopedagogical reading of socio- environmental oppressions frequently counter other education of the environment models, which often fatalistically teach the impossibility to solve these oppressions and that radical solutions outside of current social structures are fanciful. Without teaching for ecopedagogical literacy full of hope for transformational possibilities, environmental pedagogies become tools of socio-environmental reproduction rather than for leading to necessary transformational actions to save Earth (Misiaszek, 2018).

Ecopedagogy (brief definition) Ecopedagogies center on deepening and widening understanding oppressions from the connections between acts of environmental and social violence (socio-environmental) for thorough and rigorous reflection in determining necessary actions to end the oppressions (i.e., praxis). Although ecopedagogies have multiple definitions, they are all grounded in critical thinking and transformability to construct praxis within social-environmental justice models (Gadotti, 2000, 2008b; Gadotti & Torres, 2009; Gutiérrez & Prado, 2008; Kahn, 2010). Ecopedagogies’ overall goal is for students to critically understand how environmentally harmful acts lead to oppressions for humans (anthropocentric aspects) and all else that makes up Earth (biocentric aspects), the politics of the acts, and problem-solve how to socio- environmental oppressions (Misiaszek, 2018).

ADDITIONAL DETAILS Word Limit • 3,000 word limit includes o author(s) name, o affiliation, o abstract, o key words, o 5 references

Proposal Submission Details • please word file to Greg Misiaszek at [email protected]

QUESTIONS • please word file to Greg Misiaszek at [email protected] Draft 2018.06.15

References Assié-Lumumba, N. D. T. (2017). The Ubuntu Paradigm and comparative and international education: epistemological challenges and opportunities in our field. Comparative Education Review, 61(1), 1-21. doi: doi:10.1086/689922 Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Continuum. Gadotti, M. (2000). Pedagogia da terra. São Paulo, SP: Editora Fundação Peirópolis. Gadotti, M. (2008a). Education for sustainablity: A critical contribution to the Decade of Education for Sustainable development (Vol. 4). São Paulo: Paulo Freire Institute. Gadotti, M. (2008b). What we need to learn to save the planet. Journal of Education for Sustainable Development, 2(1), 21-30 Gadotti, M., & Torres, C. A. (2009). Paulo Freire: Education for development. Development and Change, 40(6), 1255-1267. doi: 10.1111/j.1467-7660.2009.01606.x Gutiérrez, F., & Prado, C. (2008). Ecopedagogia e cidadania planetária. San Paulo: Instituto Paulo Freire. Harding, S. G. (1991). Whose science? Whose knowledge?: Thinking from women's lives. Ithaca: Cornell University Press. Harding, S. G. (1998). Is science multicultural?: Postcolonialisms, feminisms, and epistemologies. Bloomington, Indiana: Indiana University Press. Harding, S. G. (2006). Science and social inequality: Feminist and postcolonial issues. Urbana: University of Illinois Press. Kahn, R. (2010). Critical pedagogy, ecoliteracy, and planetary crisis: The ecopedagogy movement (Vol. 359). New York: Peter Lang. Kahn, R., & Kellner, D. M. (2006). Opositional politics and the internet: A critical/reconstructive approach. In M. G. Durham & D. Kellner (Eds.), Media and cultural studies: Keyworks (Rev. ed., pp. 703-725). Malden, MA: Blackwell. Misiaszek, G. W. (2011). Ecopedagogy in the age of globalization: Educators' perspectives of environmental education programs in the Americas which incorporate social justice models. (Ph.D.), University of California, Los Angeles, Dissertations & Theses: Full Text. Misiaszek, G. W. (2015). Ecopedagogy and citizenship in the age of globalisation: Connections between environmental and global citizenship education to save the planet. European Journal of Education, 50(3), 280-292. doi: 10.1111/ejed.12138 Misiaszek, G. W. (2018). Educating the global environmental citizen: Understanding ecopedagogy in local and global contexts. New York: Routledge. Misiaszek, G. W., & Torres, C., A. (forthcoming (2018)). Chapter five: The missing chapter of Pedagogy of the Oppressed. In C. Torres, A. (Ed.), Wiley handbook of Paulo Freire. New Jersey: Wiley. Murithi, T. (2007). A local response to the global human rights standard: the ubuntu perspective on human dignity. Globalisation, Societies and Education, 5(3), 277-286. doi: 10.1080/14767720701661966