Kurzinfo:
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Intro
Environmental education has a long and complex relationship with activism. Scholars of environmental education have explored this current of our discipline both explicitly and implicitly from a variety of perspectives. While some have proposed that environmental education is, by its very nature, political and activist-oriented (Stevenson, 1987/ 2007), others have critically pondered the role of environmental educators as activists (Jickling, 1991; 2003). Others still have advocated for the explicit rooting of environmental education in critical theory and pedagogy (Kahn, 2010). Additionally, or as an alternative, they have engaged in scholarship that questions and/or resists neoliberalism (Hursh, Henderson, and Greenwood, 2015), anthropocentrism (Lloro-Bidart, 2017) and anthropomorphism (Timmerman and Ostertag, 2011), colonialism (Tuck, Mckenzie and McCoy, 2014), heteropatriarchy (Martusewicz, 2013; Russell, Sarick, and Kennelly, 2002), and other manifestations of social and ecological oppression. In this scholarly context, activism remains an important, yet controversial, mainstay of environmental education theory, research, and practice. As such, we sought submissions for this special issue from diverse perspectives that specifically investigate the relationship between environmental education and activism.
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↑ https://cjee.lakeheadu.ca/article/download/1663/902