Against Neoliberal Pedagogies of Plants and People: Mapping Actor Networks of Biocapital in Learning Gardens

Autor/in	Pierce, Clayton
Titel	Against Neoliberal Pedagogies of Plants and People: Mapping Actor Networks of Biocapital in Learning Gardens
Quelle	In: Environmental Education Research, 21 (2015) 3, S.460-477 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2014.994168
Schlagwörter	Neoliberalism; Environmental Education; Critical Literacy; Models; Food; Corporations; Industry; Plants (Botany); Competition; Ecology; Entrepreneurship; Networks; Gardening; Program Descriptions; Teaching Methods; Social Systems; Privatization; Middle School Students; Middle School Teachers; Grade 7; Grade 8 + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Umweltbildung; Umwelterziehung; Umweltpädagogik; Kritisches Lesen; Analogiemodell; Lebensmittel; Unternehmen; Industrie; Pflanze; Wettkampf; Ökologie; Unternehmungsgeist; Gartenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Social system; Soziales System; Privatisation; Privatisierung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	This paper attempts to answer this question: what should ecoliteracy mean in a biocapitalist society? The author situates his analysis of this question within the general context of the neoliberal reconstruction of education in the US. Specifically, focus is given to the shared model of governmentality GE food industries and education policies both utilize to manage life in the field and classroom--one where optimizing the value of plants and people for "flat world" economic competition is the defining goal. Given this landscape, I suggest that what some environmental educators have called "ecological literacy" or "critical ecoliteracy" must now include a dimension that rejects the ways both human and nonhumans are progressively being implicated into biocapitalist enterprises. I offer an example of how biocapitalist industries educate market understandings of life by looking at how the GE food industry's educational projects attempt to teach students and the public to think of nature and themselves as entrepreneurial actors. In the final section, I provide an example from my research using actor network theory in learning gardens as a way to develop a theory and practice of ecoliteracy that is capable of identifying and resisting the ways both human and nonhuman life are being captured and reconstructed within biocapitalist development ventures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01