Implementing Ecopedagogy as an Experiential Approach to Decolonizing Science Education

Autor/inn/en	Zocher, Joella L.; Hougham, R. Justin
Titel	Implementing Ecopedagogy as an Experiential Approach to Decolonizing Science Education
Quelle	In: Journal of Experiential Education, 43 (2020) 3, S.232-247 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zocher, Joella L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825920908615
Schlagwörter	Environmental Education; Experiential Learning; Action Research; Multicultural Education; Urban Education; High School Students; Charter Schools; Participatory Research; Social Justice; Student Centered Learning; Place Based Education; Wisconsin (Milwaukee) + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Experiental learning; Erfahrungsorientiertes Lernen; Projektforschung; Multikulturelle Erziehung; Stadtteilbezogenes Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Charter school; Charter-Schule; Forschungstätigkeit; Soziale Gerechtigkeit; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	Background: The field of environmental education (EE) aims to produce an environmentally literate citizenry that is not only aware of environmental problems but is motivated to work toward their solution. However, much of the U.S. EE curricular focus has been on understanding the biophysical environment with rural populations, with little discussion about the environmental problems created by the dominant Western cultural norms. Purpose: Freire's ecopedagogical framework provides a framework for this discourse, yet there are few studies exploring how to put the theory to action. Experiential education's principles of practice provide a platform to help environmental educators make this shift. Methodology/Approach: This mixed-methods participatory action research study includes observations, 71 document reviews, 29 interviews, and 15 surveys. Findings/Conclusions: This study presents two unique curricular interventions that aim to disrupt cultural patterns of environmental oppression through the use of ecopedagogy. Implications: This work expands on conclusions drawn in research by Smith and Segbers which recommended both transcultural pedagogy and a willingness to move beyond traditional models of curricula. Specifically, White environmental educators and researchers must rise to the challenge of adopting and innovating ecopedagogies that empower youth to explore solutions in their communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01