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Grappling with Ecopedagogy Jenna Callaghan University of Calgary

Education 410 Integration Seminar

Grappling with Ecopedagogy In deciding how to focus this paper, my interest was piqued in reading the work of Jardine (1993) on ecopedagogy, curriculum integration and science education, as well as the insightful ideas that unfolded in our group discussion that week. Not only was I interested in the emerging discussion, but I also came to the realization that I have very little experience with, or knowledge about the topic. I decided that in order to better understand the ideas and implications of ecopedagogy, and hopefully better myself as a teacher, I needed to know more; inspiring my decision to grapple with this topic here. A search of the term ecopedagogy reveals what appear to be many different uses of the word. Pelech (2012, pp slide 5) stated that there are three different ways one can take up the topic of ecopedagogy. Ecopedagogy can be addressed in terms of how we can all live sustainably on Earth, how education professionals should take up the curriculum in school, or how the learning process is viewed (Pelech, 2012, pp slide 5). I also found that the literature on this topic tends to vary in the tone that it is written. I have come to understand that those who talk about ecopedagogy in terms of how to live sustainably on the Earth often tend to do so in the name of Social Justice, and have gained a sense that many of these authors would strongly identify themselves as social activists. In this view, it has been suggested that: Ecopedagogy seeks to interpolate quintessentially Freirean aims of humanization and social justice with a future-oriented ecological politics that radically opposes the globalization of neoliberalism and imperialism, on the one hand, and which attempts to foment collective ecoliteracy and realize culturally relevant forms of knowledge

grounded in normative concepts such as sustainability, planetarity, and biophilia, on the other. (Kohn, 2008, p. 8) Specifically, Kahn (2008) explored the idea of education for sustainability, critically looking at whether or not this practice truly serves to sustain life, or simply to sustain capitalism. Advocates of this social activist view of ecopedagogy align with what is called the ecopedagogy movement, about which Kohn stated (2008): The ecopedagogy movement is best perceived as a loosely knit, worldwide association of critical educators, theorists, non-governmental and governmental organizations, grassroots activists and concerned citizens engaged in ongoing dialogue and political action that is attempting to develop ecopedagogical praxis in relation to the needs of particular places, groups, and time periods. (p.8) Seemingly still aligned with this movement, others focus their writing on connecting the Social Justice issues addressed by the ecopedagogy movement to the realm of education. Gaard (2009) highlights several childrens environmental literature books, critically examining whether or not they truly address issues of ecopedagogy. Still others in the field tend to move away from the realm of social activism, focusing their work on specifically addressing how issues of sustainability and ecological awareness can be taken up in schools (Gadotti, 2010; Jardine, 1990; Jardine 1993; Jewett & Ennis, 1990). In this respect, ecopedagogy is viewed as a sense of the intimate connection between ecological awareness and pedagogy (Jardine, 1993, p. 50; Pelech, 2012, pp slide 6), or a pedagogy appropriate to education practices based on sustainability (Gadotti, 2010, p. 205).

I was initially very confused by the variety of different ways that ecopedagogy seemed to be used in my research. In reading articles focusing on Social justice issues, I began to ask questions about whether or not I would have to be a social activist to truly align myself with the principles of ecopedagogy. In reading articles about raising issues of ecological awareness, I asked questions about how one would even begin to do this. Most importantly, in reading articles with such drastically different focuses and tones, I began to ask questions about whether ecopedagogy was being taken up in unrelated ways. After pondering these questions, I began to notice some commonalities. It seems that even though the term ecopedagogy is used in differing ways depending on the work, and the authors of these works obviously have different focuses (social activism, education, etc.), there seem to be underlying themes at the core of them. It has become my understanding that these themes simply manifest in different ways, depending on the specific focus. At the heart of every use of ecopedagogy is the ecological understanding that all things on this Earth are linked together and related in some way (Jardine, 1990). Furthermore, this interconnectedness means that no one thing can exist without everything else (Jardine, 1993), and we are only one species and one voice among many living on this planet (Jewett & Ennis, 1990; Jardine, 1990). This interweaving relationship means that our actions have an effect on, and are effected by the rest of the ecosystem, and effectively or ineffectively maintaining an ecological balance will determine our welfare (Jardine, 1990; Jewett & Ennis, 1990). The second underlying theme of my research is that ecopedagogy is not environmental education (Gaard, 2009; Kohn, 2008; Pelech 2012, pp slide 6). Gaard (2009) argued that environmental education fails to challenge the unsustainability of an economy advocating endless growth (p. 326). Furthermore, where environmental education implies learning about

the environment, ecopedagogy is about understanding how to live in our world in a way that maintains that ecological balance (Pelech, 2012, pp slide 6). Therefore, ecopedagogy, and the Earths survival is not a topic that should be taken up on its own, but interwoven with everything else (Jardine, 1990; Jardine 1993). Unfortunately, we have historically, and generally still do, hold the attitude that the Earth is ours to do with as we please (Jardine, 1993, p. 50). Many would argue that this belief has landed us in a place that the Earth is currently unable to sustain (Kohn, 2008); a place where, due to our actions, we cant promise our children an Earth on which life can continue (Jardine, 1990, p. 111). We are now in a place where our welfare depends on learning how to live in the world in sustainable ways (Gadotti, 2010; Gaard, 2009; Kohn, 2008). Though it is important that we all acknowledge and understand our connection with the rest of the Earth, as well as take responsibility for being part of its current state, it is equally important that we are teaching our children, the future of this Earth, to embrace the values and goals of ecopedagogy. As children spend the majority of their day in school, as a teacher, I have the ability to play a large role in this. I have come to understand that ecopedagogy is not about specific teaching strategies that I can implement, but about a way of thinking that should serve to guide education. The remainder of this paper will focus on the implications of this statement. As previously discussed, ecopedagogy is not environmental education, and cannot be taken up as a separate topic (Gaard, 2009; Jardine 1990; Jardine 1993; Kohn, 2008; Pelech 2012, pp slide 6). The same statement holds true in educational settings; part of ecopedagogy itself, a focus on the interrelationships among everything on this Earth, speaks to this statement. We cannot possibly attempt to effectively address ecopedagogy in our classroom by discussing it

separately from other subjects because it is already related to, and inter-woven with everything else! It could be argued that the focus of the industrial model of education on the disintegration of topics and subjects is problematic for precisely this reason. Where the focus of my own schooling was on the separation of subjects, and breaking those subjects down even further into smaller topics to be learned, we must take a much deeper, more holistic view of our classroom in order to address the goals of ecopedagogy. The world outside of school does not separate into nice, manageable pieces; a truth that makes me think of Jardines (1993) statement that schooling has become irrelevant to the lives we are actually living (p. 52). In actuality, the world is messy and complex, and in order to address real issues, classrooms should reflect this. Knowing that ecopedagogy should be an inter-woven part of all course subjects, it seems reasonable that one way to address the concern that classrooms should resemble the real world, would be the integration of the curriculum. Jardine (1990) supported this curricular integration as a solution for the recovery of the earth (p. 109). In this argument, curriculum integration must be much more than simply melding course subjects together (Jardine, 1990), which is admittedly how I previously thought of the idea. True curriculum integration is aimed at revealing multiple meanings that undergrid a rich, sustainable, living understanding (Jardine, 1993, p. 55). At the root of the integrated curriculum must be the spiritual and ecological knowledge of, not only our own, but also our students relationship with the Earth (Jardine, 1990). However, it is very difficult to even talk about curriculum integration as it is defined here because our schooling is still very much in line with a traditional paradigm of education (Jardine, 1990; Pelech, 2012, pp slide 7). A focus on individual achievement on standardized tests in core subjects is problematic if we want our students to identify themselves as individuals who have an

important place in something much bigger than themselves, a place amongst all things on Earth. Jardine (1990) argued that it is not our students academic achievement, excellence, or development of specific skills that will sustain their lives on Earth, but literally their ability to live (p. 112). I am now coming to understand, and it has been suggested by others, that in order to achieve this, an educational shift is necessary (Gadotti, 2010; Jewett & Ennis, 1990). Gadotti (2010) suggested that this shift required the reorientation of the curriculum to include content that is meaningful to the health of the Earth (p. 205). Similarly, Jewett and Ennis (1990) explored an ecological-integration orientation to curricular decision making (p. 120). From this approach, a students education is focused on building the future, and the curriculum pushes students to explore critical questions (Jewett & Ennis, 1990). The curriculum also views each student as an important part of their immediate environment, as well as the world around them (Jewett & Ennis, 1990). Initially I understood the need for an educational shift and the suggestions here as something that would need to be incorporated in the curriculum writing/design process. However, upon further reflection, it is now my understanding that this many not be the case. Even if this shift is not built into the curriculum itself, I believe that if I am familiar enough with the curriculum requirements, there is no reason that I cannot adopt this shift in my own teaching. In doing so, I believe one of the biggest challenges for me to overcome will be acknowledging my own place in the Earth, and realizing how my own actions effect and are effected by everything else. In acknowledging my own shortcomings, I hope that my efforts to embrace ecopedagogy will result in the development of a learning environment that is actively aware of, and working to address the ecological concerns we face today and an Earth we can sustain for the future.

In discussing my research for this paper, a friend of mine gave me a good example of what I envision to be an ecopedagogical classroom. While teaching in Japan, my friend was fortunate enough to be involved at an Elementary school where the students worked together to grow and maintain their own garden. Each month, a different grade or class was responsible for caring for the garden, but all students could harvest what they wanted from it to cook their lunch at school. Students had to work collaboratively while learning about the life cycle of their garden, and their relationship to it and each other. As suggested by Gadotti (2010), in elementary school children need to experience and to know plants and animals needs, their habitats, how to reduce, reuse, and recycle materials, how to keep ecosystems linked to forests and water (p. 207). Through my research I have come to a better understanding of what ecopedagogy is, and what it means for my teaching. However, I also believe that I still have much to learn and will continue to learn even after I begin teaching. I think the first step on this journey is to push myself to become aware of my own place on this Earth, as well as how my actions can be considered sustainable or unsustainable, for I have been just as guilty as many others for overlooking this fact. Without doing so, I cannot possibly ask my students to do the same.

References Gadotti, M. (2010). Reorienting educational practices towards sustainability. Journal of Education for Sustainable Development, 4(2), 203-211. doi: 10.1177/097340821000400207 Gaard, G. (2009). Childrens environmental literature: from ecocriticism to ecopedagogy. Neohelicon, 36(2), 321-334. doi: 10.1007/s11059-009-0003-7 Kohn, R. (2008). From education for sustainable development to ecopedagogy: Sustaining capitalism or sustaining life? Green Theory & Praxis: The Journal of Ecopedagogy, 4(1), 1-14. doi: 10.3903/gtp.2008.1.2 Jardine, D. W. (1990). To dwell with a boundless heart: On the integrated curriculum and the recovery of the earth. Journal of Curriculum and Supervision, 5(2), 107-119. Jardine, D. W. (1993). Ecopedagogical reflections on curricular integration, scientific literacy and the deep ecologies of science education. Alberta Science Education Journal, 27(1), 50-56. Jewett, A. E., & Ennis, C. D. (1990). Ecological integration as a value orientation for curricular decision making. Journal of Curriculum and Supervision, 5(2), 120-131. Pelech, S. (2012, January 27; slides 5-7). Ecopedagogy. PowerPoint presentation at an EDUC 410 lecture at University of Calgary, Calgary, AB.