John Lupinacci - Profile on Academia.edu (original) (raw)
Articles, Book Chapters, & Invited Presentations by John Lupinacci
Posthumanism and Higher Education: Reimagining Pedagogy, Practice, and Research , 2019
Encyclopedia of Teacher Education , 2019
Encyclopedia entry in the Encyclopedia of Teacher Education
Animals, Disability, and the End of Capitalism, 2019
Animals, Disability, and the End of Capitalism, 2019
Education for Total Liberation, 2019
Mathematics Teaching (Journal for the Association of Teachers of Mathematics), 2018
Nataly Chesky, John Lupinacci, and Mark Wolfmeyer share a thematic unit they have devised to expl... more Nataly Chesky, John Lupinacci, and Mark Wolfmeyer share a thematic unit they have devised to explore of social justice through mathematics education.
This article seeks to address often overlooked cultural assumptions embedded within neoliber-alis... more This article seeks to address often overlooked cultural assumptions embedded within neoliber-alism; specifically, the researchers explore what ecofeminist Val Plumwood describes as centric thinking, leading to a logic of domination. The authors argue that social justice educators and activists who are committed to critiquing neoliberalism must take into consideration the ways in which a logic of domination undergirds the unjust and destructive social and economic ideologies and policies that constitute neoliberalism. The authors examine and share pedagogical moments from experiences in teacher education seeking to: (a) challenge and disrupt dualistic thinking; (b) interrupt perceptions of hegemonic normalcy—referring to a socio-cultural process by which actions, behaviors, and diverse ways of interpreting the world are perceived by dominant society as " fitting in " and being socially acceptable; and, (c) contest false notions of independence—the degree to which an individual is perceived as able to meet their social and economic responsibilities on their own—as measures of success in schools and society. The authors detail how they work with(in) teacher education programs to introduce how an ecocritical approach, drawing from ecofeminist frameworks, identifies and examines the impacts of neoliberal policies and practices dominated by " free " market ideology. The authors assert that educators, especially teacher educators, can challenge harmful discourses that support the problematic neoliberal understandings about independence that inform Western cultural norms and assumptions. Concluding, the authors share a conceptualization for (un)learning the exploitation inextricable from the policies and practices of neoliberalism.
The articles presented in this special issue each take up lines of posthuman, complex, materialis... more The articles presented in this special issue each take up lines of
posthuman, complex, materialist thinking, answering questions of “how
might we live,” “how might we educate,” and “how might we research
education/teaching” with affirmative, monistic, immanent, multiplistic
theories of difference. These serve as points of departure from normative
(humanistic) ways of thinking about teacher education, teaching, and
research on teaching. We envision the theoretical scope of the articles
in this issue as spanning a continuum, ranging from modes of thought
that trouble and dismantle normative and circulatory social categories to
conceptual and methodological frameworks that reinterpret the human
condition itself. The broad and diverse conceptual and methodological
approaches in this collection are “put to work” as guiding frameworks
regarding a wide range of equity and social justice issues relevant to
education and teacher education.
Special issue of Issues in Teacher Education with guest editors Kathryn J. Strom and Adrian D. Ma... more Special issue of Issues in Teacher Education with guest editors Kathryn J. Strom and Adrian D. Martin
In this chapter we discuss a case study from Detroit, Michigan, that highlights what educators ca... more In this chapter we discuss a case study from Detroit, Michigan, that highlights what educators can learn from community efforts to address food insecurity. Advocating that educators and policy makers rethink how they recognize and come to understand food enclosures—socio-political and economic arrangements that limit access to the production, preparation, and consumption of local, healthy, and culturally relevant food—the chapter emphasizes the importance of working together to learn from and with food movements.
Journal of Curriculum Theorizing, 2017
This century's global challenge, the highly complex and interwoven fabric of minute and grand soc... more This century's global challenge, the highly complex and interwoven fabric of minute and grand social and environmental catastrophes, necessitates curriculum theorizing in a multiplicity of ways and across a variety of knowledges and other contexts. Curriculum studies as a field has begun this formidable work, examining various types of atrocities (e.g., environmental catastrophe, oppression of women, white supremacy). Often, it has approached each type in isolation; in some cases, it has approached each type together as interrelated features of Western industrial culture. Nevertheless, we consider the scholarship in recent decades as the emergence of a new program in curriculum studies that attends to both the social and environmental issues we face today. We will review this work briefly, but not only as a means to discuss mathematics education; we do so more importantly to suggest that such projects in curriculum studies have reached a depth at which we can, and arguably must, focus on specific domains, such as particular knowledges and school contexts. Therefore, this article presents an ecocritical (re)consideration of the curricular challenges of mathematics education. We approach this in two parts: first, we discuss the ecocritical scholarship relevant to mathematics as knowledge and mathematics education as practice; second, we review the domains in mathematics education relevant to ecocritical conceptions of education. The latter refers to a handful of strands, including critical mathematics education, poststructuralist feminist understandings of mathematics education, and the expansive field of ethnomathematics. From these efforts, we articulate a conception of EcoJustice Mathematics Education (EJME) and conclude with an example lesson that specifically reimagines in detail the Kolam, a mathematical, artistic practice from India of great interest to ethnomathematicians.
Philosophy of Mathematics Education, 2017
In this article, we first review an ecocritical trend in curriculum studies, as it might relate t... more In this article, we first review an ecocritical trend in curriculum studies, as it might relate to projects in mathematics education for the environment, by highlighting a call to interrelate issues of social and environmental justice and confront Western habits of mind rooted in a logic of domination and human-centric thinking. Relevant ecofeminist thinking further supports our review of such curricular work. Next we analyze a handful of existing scholarship in mathematics education as it relates to this ecocritical trend, revealing that ecocritical mathematics teaching and learning currently exists, albeit without an explicit grounding in ecofeminist theory or ecocritical work. Finally, to motivate further mathematics education work rooted more directly by these considerations, we share an example curricular project titled " A Story of Incarceration. " As an example of mathematics education for the environment that is rooted in ecocritical curriculum studies, learners partaking in the unit will acquire mathematics content related to rate, ratio, proportion, and scale drawing while directly interrelating issues of social and environmental justice and confronting the anthropocentric worldview at the heart of Western industrial culture.
In this chapter: "John Lupinacci presents how comics, Liberator and Animal Man, serve as pedagogi... more In this chapter: "John Lupinacci presents how comics, Liberator and Animal Man, serve as pedagogical materials for teaching about animal and Earth liberation front by inspiring and engaging in utopian and distopian (im)possibilities of posthuman identities. Drawing from CAS, anarchist pedagogies, and an ecocritical educational framework Lupinacci illustrates how comics can be used to teach in support of imagining and enacting resistance to modernist subjectivities. His orientation toward teaching superheroes in the classroom serves as the very model by which radical praxis can come about by teaching about popular culture" (Schatz & Parson, 2018, p. xix)
Science and Technology Studies × Educational Studies: Critical and Creative Perspectives on the Future of STEM Education
Educational Studies: A Journal of the American Educational Studies Association, 2017
This special issue presents a collection of articles that multiplies Science and Technology Studi... more This special issue presents a collection of articles that multiplies Science and Technology Studies (STS) with Educational Studies, in an attempt to think differently about science, technology, engineering, and mathematics (STEM) education. We hope this cross product of the two fields amplifies the philosophical insights from each, stretching scholarship in new directions and across disciplines. While diligently refusing reductive scientisms, we open up this manifold space so as to cultivate discussions of a possible rapprochement between the physical and social sciences (Wilson, 2015 Wilson, E. (2015). Gut feminism. Durham, NC: Duke University Press.
[Crossref], [Google Scholar]
). This work responds to the changing theoretical landscape across the humanities or posthumanities, following the ontological turn and the shift to consider more-than-human agencies. This work is thus highly relevant for the field of educational studies and the social foundations of education, providing insights into alternative onto-epistemologies, and tracking the impact of these across education policy, research, and curriculum.
Critical Education, 2017
In our efforts to foster space for critical work in STEM (Science, Technology, Engineering, and M... more In our efforts to foster space for critical work in STEM (Science, Technology, Engineering, and Mathematics) Education, we put forward differing framings for STEM education that interact with one another, emerging and reconstituting themselves as STEM continues. At present, we suggest three intersecting dimensions to this ontology: STEM as apolitical curricular trend, STEM as Eurocentric economic policy, and STEM as discursive episteme. With the goal of interrupting and proposing alternatives, we conclude by pointing to existing spaces where critical work in mathematics and science education already occurs and how STEM education might move forward. Readers are free to copy, display, and distribute this article, as long as the work is attributed to the author(s) and Critical Education, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work.
Issues in Teacher Education, 2017
The acronym STEM is a ubiquitous term for seemingly anything in—or related to—the fields of scien... more The acronym STEM is a ubiquitous term for seemingly anything in—or related to—the fields of science, technology, engineering, and mathematics, and the current dominant educational STEM discourse in teacher education is often organized around questions of how to integrate math and science into the other content areas or vice versa. The purpose of this essay is to pose a different question: How can an ecological model for subject inquiry become the organizing focus for an integrated ecological inquiry? In this article, we provide a glimpse of where we are currently in our thinking and writing as we put theory to work in teacher education.
Junior Secondary STEM , 2017
The chapter begins by asking whether STEM education is a friend or foe to the field of critical m... more The chapter begins by asking whether STEM education is a friend or foe to the field of critical mathematics education (CME) by reviewing how mainstream STEM conflicts with CME but also provides spaces for critical work. Tensions between CME and STEM include mainstream STEM’s emphasis on human capital, inattention to environmental degradation, and soft-critical orientation to social justice issues. However, STEM’s emphases on interdisciplinarity can provide opportunities for critical mathematics education to take place. We argue that STEM education as policy can be an opportunistic space to simultaneously resist and reconstitute in line with the values and goals of CME. We extend CME’s goals with deeper theoretical consideration to the nature of the ecological and social crises, in so doing we draw on ecofeminism and EcoJustice Education. The chapter concludes with a model “critical STEM” unit plan sketch that is appropriate for the Junior Secondary level. CME, ecofeminist theory, and internationally benchmarked content standards provide the foundation for our STEM unit plan titled “A Story of Incarceration.” By this example, we intend to show that critical STEM projects can be transformative for learners as well meet the content goals of standard STEM education.
An entry in a reference book that briefly introduces a critical examination of military use of an... more An entry in a reference book that briefly introduces a critical examination of military use of animals.
Confronted by the systemic violence of Eurocentrism—or white, male, wealthy supremacy—a group of ... more Confronted by the systemic violence of Eurocentrism—or white, male, wealthy supremacy—a group of activists and educators set out to interrogate systems of such supremacy at work in their neighborhoods and confronted the need for establishing food security—or their rights to have access to healthy food. The following chapter briefly introduces environmental justice and eco-racism in relationship to education and then addresses how when faced with such a challenge the radical activist educators in urban communities asked: How is it that such exploitation and systemic violence is rationalized, justified, and/or ignored and what could be done to resist such violence and engage youth in building healthy and autonomous communities? While often responses to address conditions faced by students, teachers, and families in urban educational settings include the intersections of race, class, and gender, examinations of urban education are rarely connected with the high levels of environmental racism experienced by urban communities. The story that follows in this chapter is a story about what happens when educators and activists in an urban community have had enough and take action to resist the poisoning and imprisonment of their community. As a result, an embedded story within this story of resistance, is a story of how schools—more specifically culturally-relevant urban education—can play a significant role in organizing food sovereignty as a key step toward, and facet of, autonomy and self reliance through access to healthy and culturally appropriate food that is produced by ecologically sustainable means as part of a local economy—in Detroit, Michigan.
Understandings of community are culturally mediated and thus directly linked to centuries-old pat... more Understandings of community are culturally mediated and thus directly linked to centuries-old patterns of beliefs and behaviors. In dominant Western industrial culture, these patterns rely on the privileging of so-called independent individuals over the recognition of our existence as a complex web of biologically and culturally diverse and interdependent relationships within the living systems to which we all belong. Drawing on scholarship from ecofeminism (Plumwood, 1993, 2002), EcoJustice education (Martusewicz, Edmundson, & Lupinacci, 2014), and Eco-Ability (Nocella, Bentley, & Duncan, 2013) this chapter examines the interconnectedness of perceptions of (dis)ability and the environment as inferior to and separate from being human. Through critically and ethically examining the relationships that connect critical social and environmental justice projects, readers will be encouraged to imagine truly inclusive communities that sustain life for all members. This chapter presents pedagogical efforts for how partnerships allied to communities (PACs) can directly identify how the dominant discourses reproduced in Western industrial day-to-day relationships construct understandings of community that threaten inclusiveness for both human communities and the more-than-human world. The authors assert that scholars, activists, and educators—as partners allied to all whom are excluded from such ableist conceptions of community—must examine taken-for-granted cultural assumptions about how to understand the complexities of a diverse community as an essential part of educational change efforts to support truly inclusive, diverse, decentralized, and sustainable communities.
Posthumanism and Higher Education: Reimagining Pedagogy, Practice, and Research , 2019
Encyclopedia of Teacher Education , 2019
Encyclopedia entry in the Encyclopedia of Teacher Education
Animals, Disability, and the End of Capitalism, 2019
Animals, Disability, and the End of Capitalism, 2019
Education for Total Liberation, 2019
Mathematics Teaching (Journal for the Association of Teachers of Mathematics), 2018
Nataly Chesky, John Lupinacci, and Mark Wolfmeyer share a thematic unit they have devised to expl... more Nataly Chesky, John Lupinacci, and Mark Wolfmeyer share a thematic unit they have devised to explore of social justice through mathematics education.
This article seeks to address often overlooked cultural assumptions embedded within neoliber-alis... more This article seeks to address often overlooked cultural assumptions embedded within neoliber-alism; specifically, the researchers explore what ecofeminist Val Plumwood describes as centric thinking, leading to a logic of domination. The authors argue that social justice educators and activists who are committed to critiquing neoliberalism must take into consideration the ways in which a logic of domination undergirds the unjust and destructive social and economic ideologies and policies that constitute neoliberalism. The authors examine and share pedagogical moments from experiences in teacher education seeking to: (a) challenge and disrupt dualistic thinking; (b) interrupt perceptions of hegemonic normalcy—referring to a socio-cultural process by which actions, behaviors, and diverse ways of interpreting the world are perceived by dominant society as " fitting in " and being socially acceptable; and, (c) contest false notions of independence—the degree to which an individual is perceived as able to meet their social and economic responsibilities on their own—as measures of success in schools and society. The authors detail how they work with(in) teacher education programs to introduce how an ecocritical approach, drawing from ecofeminist frameworks, identifies and examines the impacts of neoliberal policies and practices dominated by " free " market ideology. The authors assert that educators, especially teacher educators, can challenge harmful discourses that support the problematic neoliberal understandings about independence that inform Western cultural norms and assumptions. Concluding, the authors share a conceptualization for (un)learning the exploitation inextricable from the policies and practices of neoliberalism.
The articles presented in this special issue each take up lines of posthuman, complex, materialis... more The articles presented in this special issue each take up lines of
posthuman, complex, materialist thinking, answering questions of “how
might we live,” “how might we educate,” and “how might we research
education/teaching” with affirmative, monistic, immanent, multiplistic
theories of difference. These serve as points of departure from normative
(humanistic) ways of thinking about teacher education, teaching, and
research on teaching. We envision the theoretical scope of the articles
in this issue as spanning a continuum, ranging from modes of thought
that trouble and dismantle normative and circulatory social categories to
conceptual and methodological frameworks that reinterpret the human
condition itself. The broad and diverse conceptual and methodological
approaches in this collection are “put to work” as guiding frameworks
regarding a wide range of equity and social justice issues relevant to
education and teacher education.
Special issue of Issues in Teacher Education with guest editors Kathryn J. Strom and Adrian D. Ma... more Special issue of Issues in Teacher Education with guest editors Kathryn J. Strom and Adrian D. Martin
In this chapter we discuss a case study from Detroit, Michigan, that highlights what educators ca... more In this chapter we discuss a case study from Detroit, Michigan, that highlights what educators can learn from community efforts to address food insecurity. Advocating that educators and policy makers rethink how they recognize and come to understand food enclosures—socio-political and economic arrangements that limit access to the production, preparation, and consumption of local, healthy, and culturally relevant food—the chapter emphasizes the importance of working together to learn from and with food movements.
Journal of Curriculum Theorizing, 2017
This century's global challenge, the highly complex and interwoven fabric of minute and grand soc... more This century's global challenge, the highly complex and interwoven fabric of minute and grand social and environmental catastrophes, necessitates curriculum theorizing in a multiplicity of ways and across a variety of knowledges and other contexts. Curriculum studies as a field has begun this formidable work, examining various types of atrocities (e.g., environmental catastrophe, oppression of women, white supremacy). Often, it has approached each type in isolation; in some cases, it has approached each type together as interrelated features of Western industrial culture. Nevertheless, we consider the scholarship in recent decades as the emergence of a new program in curriculum studies that attends to both the social and environmental issues we face today. We will review this work briefly, but not only as a means to discuss mathematics education; we do so more importantly to suggest that such projects in curriculum studies have reached a depth at which we can, and arguably must, focus on specific domains, such as particular knowledges and school contexts. Therefore, this article presents an ecocritical (re)consideration of the curricular challenges of mathematics education. We approach this in two parts: first, we discuss the ecocritical scholarship relevant to mathematics as knowledge and mathematics education as practice; second, we review the domains in mathematics education relevant to ecocritical conceptions of education. The latter refers to a handful of strands, including critical mathematics education, poststructuralist feminist understandings of mathematics education, and the expansive field of ethnomathematics. From these efforts, we articulate a conception of EcoJustice Mathematics Education (EJME) and conclude with an example lesson that specifically reimagines in detail the Kolam, a mathematical, artistic practice from India of great interest to ethnomathematicians.
Philosophy of Mathematics Education, 2017
In this article, we first review an ecocritical trend in curriculum studies, as it might relate t... more In this article, we first review an ecocritical trend in curriculum studies, as it might relate to projects in mathematics education for the environment, by highlighting a call to interrelate issues of social and environmental justice and confront Western habits of mind rooted in a logic of domination and human-centric thinking. Relevant ecofeminist thinking further supports our review of such curricular work. Next we analyze a handful of existing scholarship in mathematics education as it relates to this ecocritical trend, revealing that ecocritical mathematics teaching and learning currently exists, albeit without an explicit grounding in ecofeminist theory or ecocritical work. Finally, to motivate further mathematics education work rooted more directly by these considerations, we share an example curricular project titled " A Story of Incarceration. " As an example of mathematics education for the environment that is rooted in ecocritical curriculum studies, learners partaking in the unit will acquire mathematics content related to rate, ratio, proportion, and scale drawing while directly interrelating issues of social and environmental justice and confronting the anthropocentric worldview at the heart of Western industrial culture.
In this chapter: "John Lupinacci presents how comics, Liberator and Animal Man, serve as pedagogi... more In this chapter: "John Lupinacci presents how comics, Liberator and Animal Man, serve as pedagogical materials for teaching about animal and Earth liberation front by inspiring and engaging in utopian and distopian (im)possibilities of posthuman identities. Drawing from CAS, anarchist pedagogies, and an ecocritical educational framework Lupinacci illustrates how comics can be used to teach in support of imagining and enacting resistance to modernist subjectivities. His orientation toward teaching superheroes in the classroom serves as the very model by which radical praxis can come about by teaching about popular culture" (Schatz & Parson, 2018, p. xix)
Science and Technology Studies × Educational Studies: Critical and Creative Perspectives on the Future of STEM Education
Educational Studies: A Journal of the American Educational Studies Association, 2017
This special issue presents a collection of articles that multiplies Science and Technology Studi... more This special issue presents a collection of articles that multiplies Science and Technology Studies (STS) with Educational Studies, in an attempt to think differently about science, technology, engineering, and mathematics (STEM) education. We hope this cross product of the two fields amplifies the philosophical insights from each, stretching scholarship in new directions and across disciplines. While diligently refusing reductive scientisms, we open up this manifold space so as to cultivate discussions of a possible rapprochement between the physical and social sciences (Wilson, 2015 Wilson, E. (2015). Gut feminism. Durham, NC: Duke University Press.
[Crossref], [Google Scholar]
). This work responds to the changing theoretical landscape across the humanities or posthumanities, following the ontological turn and the shift to consider more-than-human agencies. This work is thus highly relevant for the field of educational studies and the social foundations of education, providing insights into alternative onto-epistemologies, and tracking the impact of these across education policy, research, and curriculum.
Critical Education, 2017
In our efforts to foster space for critical work in STEM (Science, Technology, Engineering, and M... more In our efforts to foster space for critical work in STEM (Science, Technology, Engineering, and Mathematics) Education, we put forward differing framings for STEM education that interact with one another, emerging and reconstituting themselves as STEM continues. At present, we suggest three intersecting dimensions to this ontology: STEM as apolitical curricular trend, STEM as Eurocentric economic policy, and STEM as discursive episteme. With the goal of interrupting and proposing alternatives, we conclude by pointing to existing spaces where critical work in mathematics and science education already occurs and how STEM education might move forward. Readers are free to copy, display, and distribute this article, as long as the work is attributed to the author(s) and Critical Education, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work.
Issues in Teacher Education, 2017
The acronym STEM is a ubiquitous term for seemingly anything in—or related to—the fields of scien... more The acronym STEM is a ubiquitous term for seemingly anything in—or related to—the fields of science, technology, engineering, and mathematics, and the current dominant educational STEM discourse in teacher education is often organized around questions of how to integrate math and science into the other content areas or vice versa. The purpose of this essay is to pose a different question: How can an ecological model for subject inquiry become the organizing focus for an integrated ecological inquiry? In this article, we provide a glimpse of where we are currently in our thinking and writing as we put theory to work in teacher education.
Junior Secondary STEM , 2017
The chapter begins by asking whether STEM education is a friend or foe to the field of critical m... more The chapter begins by asking whether STEM education is a friend or foe to the field of critical mathematics education (CME) by reviewing how mainstream STEM conflicts with CME but also provides spaces for critical work. Tensions between CME and STEM include mainstream STEM’s emphasis on human capital, inattention to environmental degradation, and soft-critical orientation to social justice issues. However, STEM’s emphases on interdisciplinarity can provide opportunities for critical mathematics education to take place. We argue that STEM education as policy can be an opportunistic space to simultaneously resist and reconstitute in line with the values and goals of CME. We extend CME’s goals with deeper theoretical consideration to the nature of the ecological and social crises, in so doing we draw on ecofeminism and EcoJustice Education. The chapter concludes with a model “critical STEM” unit plan sketch that is appropriate for the Junior Secondary level. CME, ecofeminist theory, and internationally benchmarked content standards provide the foundation for our STEM unit plan titled “A Story of Incarceration.” By this example, we intend to show that critical STEM projects can be transformative for learners as well meet the content goals of standard STEM education.
An entry in a reference book that briefly introduces a critical examination of military use of an... more An entry in a reference book that briefly introduces a critical examination of military use of animals.
Confronted by the systemic violence of Eurocentrism—or white, male, wealthy supremacy—a group of ... more Confronted by the systemic violence of Eurocentrism—or white, male, wealthy supremacy—a group of activists and educators set out to interrogate systems of such supremacy at work in their neighborhoods and confronted the need for establishing food security—or their rights to have access to healthy food. The following chapter briefly introduces environmental justice and eco-racism in relationship to education and then addresses how when faced with such a challenge the radical activist educators in urban communities asked: How is it that such exploitation and systemic violence is rationalized, justified, and/or ignored and what could be done to resist such violence and engage youth in building healthy and autonomous communities? While often responses to address conditions faced by students, teachers, and families in urban educational settings include the intersections of race, class, and gender, examinations of urban education are rarely connected with the high levels of environmental racism experienced by urban communities. The story that follows in this chapter is a story about what happens when educators and activists in an urban community have had enough and take action to resist the poisoning and imprisonment of their community. As a result, an embedded story within this story of resistance, is a story of how schools—more specifically culturally-relevant urban education—can play a significant role in organizing food sovereignty as a key step toward, and facet of, autonomy and self reliance through access to healthy and culturally appropriate food that is produced by ecologically sustainable means as part of a local economy—in Detroit, Michigan.
Understandings of community are culturally mediated and thus directly linked to centuries-old pat... more Understandings of community are culturally mediated and thus directly linked to centuries-old patterns of beliefs and behaviors. In dominant Western industrial culture, these patterns rely on the privileging of so-called independent individuals over the recognition of our existence as a complex web of biologically and culturally diverse and interdependent relationships within the living systems to which we all belong. Drawing on scholarship from ecofeminism (Plumwood, 1993, 2002), EcoJustice education (Martusewicz, Edmundson, & Lupinacci, 2014), and Eco-Ability (Nocella, Bentley, & Duncan, 2013) this chapter examines the interconnectedness of perceptions of (dis)ability and the environment as inferior to and separate from being human. Through critically and ethically examining the relationships that connect critical social and environmental justice projects, readers will be encouraged to imagine truly inclusive communities that sustain life for all members. This chapter presents pedagogical efforts for how partnerships allied to communities (PACs) can directly identify how the dominant discourses reproduced in Western industrial day-to-day relationships construct understandings of community that threaten inclusiveness for both human communities and the more-than-human world. The authors assert that scholars, activists, and educators—as partners allied to all whom are excluded from such ableist conceptions of community—must examine taken-for-granted cultural assumptions about how to understand the complexities of a diverse community as an essential part of educational change efforts to support truly inclusive, diverse, decentralized, and sustainable communities.
Educational Foundations , 2019
Through a case study of two doctoral programs situated in the United States, this essay highlight... more Through a case study of two doctoral programs situated in the United
States, this essay highlights how doctoral programs designed to prepare
leaders in K-16 institutions and other contexts can be “framed around
questions of equity, ethics, and social justice to bring about solutions to
complex problems of practice” (CPED, 2016; Buss, Zambo, Zambo, Perry, &
Williams, 2017; Zambo, Buss & Zambo; 2015). More specifically, we argue
that programs should be able to clearly and explicitly articulate their
distinctive understanding of “social justice” and trace the ways that this
understanding is operationalized in particular facets of their program.
This collection of essays presents to the reader leading voices within food justice, environmenta... more This collection of essays presents to the reader leading voices within food justice, environmental justice, and school-to-prison pipeline movements. While many schools, community organizers, professors, politicians, unions, teachers, parents, youth, social workers, and youth advocates are focusing on curriculum, discipline policies, policing practices, incarceration demographics, and diversity of staff, the authors of this book argue that even if all those issues are addressed, healthy food and living environment are fundamental to the emancipation of youth. This book is for anyone who wants to truly understand the school-to-prison pipeline as well as those interested in peace, social justice, environmentalism, racial justice, youth advocacy, transformative justice, food, veganism, and economic justice.
EcoJustice Education offers a powerful model for cultural ecological analysis and a pedagogy of r... more EcoJustice Education offers a powerful model for cultural ecological analysis and a pedagogy of responsibility, providing teachers and teacher educators with the information and classroom practices they need to help develop citizens who are prepared to support and achieve diverse, democratic, and sustainable societies in an increasingly globalized world. Readers are asked to consider curricular strategies to bring these issues to life in their own classrooms across disciplines. Designed for introductory educational foundations and multicultural education courses, the text is written in a narrative, conversational style grounded in place and experience, but also pushes students to examine the larger ideological, social, historical, and political contexts of the crises humans and the planet we inhabit are facing.
Pedagogical features in each chapter include a Conceptual Toolbox, activities accompanying the theoretical content, examples of lessons and teacher reflections, and suggested readings, films, and links. The Second Edition features a new chapter on Anthropocentrism; new material on Heterosexism; updated statistics and examples throughout; new and updated Companion Website content.
EcoJustice Education: Toward Diverse, Democratic and Sustainable Communities
Routledge: 2011
"Designed for introductory social foundations or multicultural education courses, this text offer... more "Designed for introductory social foundations or multicultural education courses, this text offers a powerful model for cultural ecological analysis and pedagogy of responsibility, providing teachers and teacher educators with the information and classroom practices they need to help develop citizens who are prepared to support and achieve diverse, democratic, and sustainable societies in an increasingly globalized world. The Companion Website for this book (www.routledge.com/textbooks/9780415872515) offers a wealth of resources linked to each chapter.
"Authentic hope is the gift Rebecca Martusewicz, Jeff Edmundson, and John Lupinacci offer readers of EcoJustice Education…. We learn what it means to recover the ancient arts and skills of cultivating commons, common sense, and community collaborations in our hard times." Madhu Suri Prakash, Pennsylvania State University
"EcoJustice Education should become a core part of teacher education programs across the country as it provides both the theory and examples of classroom practices essential for making the transition to a sustainable future." C. A. Bowers, author, international speaker, and retired professor
"
Educational Studies, 2019
Reflections on Bowers and teaching for EcoJustice.
Kappa Delta Pi Record, 2019
Book review for Santone's "Reframing the Curriculum: Design for Social Justice and Sustainability"
Australian Journal of Environmental …, Jan 1, 2011
Educational Studies, Jan 1, 2012
Sense/Brill
While schools have long played a strong role in the social reproduction of inequity and injustice... more While schools have long played a strong role in the social reproduction of inequity and injustice, since the 2001 passing of " No Child Left Behind " and the re-authorization with the 2015 " Every Student Succeeds Act, " schools have even further continued to be tools of corrupt anti-public education politicians, profit-seeking publishing regimes, special interest groups, corporate profiteers, and the inequitable power structure. With little attention to the importance of deep learning, the education system has become a beholden to measuring tools that sort students, reinforce the power of the dominant class, favor some groups over others, and reduce learning to a series of discreet, testable fragments. The purpose of this book is twofold and therefore in two parts. Part one will focus on critically and creatively describing the litany of current problems in education. By delving into historical trends and citing contemporary issues, this section will address the myriad of issues that are destroying education. Part two will focus on different visions that propose radical possibilities that could lead to an education system that celebrates deep and meaningful critical thinking and creative problems solving toward schools supportive of a diverse, equitable, and focused education for the 21 st century. Using research, essays, poetry, creative non-fiction, photojournalism, art, and spoken word pieces, the first section of the book will focus on the major social, political, cultural, curricular, instructional and other educational issues that are plaguing schools in the United States. By calling for authors to submit proposals for work that represents different styles of writing and researching utilizing diverse modes of communication, the idea of this book is to celebrate a variety of approaches of expression in exposing the issues before us and aimed at reaching a broader audience of readers. Part theory, part commentary, part research, and part creative writing, Emancipating Education will use multiple modalities to not only mirror the complexities of our educational system, but also allow for diverse voices from various fields to address the issues and potentialities of our education system. Including narratives from academics, activists, practitioners, and people interested in our education system, Emancipating Education speaks across contexts to discuss the challenges and opportunities of
This special issue seeks manuscripts focused on addressing how 21st century challenges that emerg... more This special issue seeks manuscripts focused on addressing how 21st century challenges that emerge from the complex intersections of social justice and sustainability are addressed through public scholarship influencing and being enacted in teacher education. As critical educators have been arguing for decades, teacher educators as public intellectuals can, and arguably must, be activists-scholars (Collins 2012; Giroux 2004; Giroux et al. 1986). The editors of this special issue maintain that scholar-activist educators must acknowledge and reject all forms of domination and injustice against both humans and nonhumans, recognizing that these injustices are mutually reinforcing. Such a position necessitates the examination of how a cultural logic of domination (Warren, 2000) undergirds the unjust and destructive social and economic ideologies and policies that constitute schooling and thus teacher education. Consequently, we believe it is essential for teacher educators to consider how anthropocentric assumptions and actions work to limit education as a transformative practice in relationship to addressing social justice and sustainability. Western industrial notions of human-centered progress exist in K-12 curriculum and in Colleges of Education, and this special issue seeks diverse critical perspectives from those situated within teacher education programs. Specifically, the editors solicit manuscripts that reflect insights from teacher educators who are working to challenge and shift cultural logics that support domination and injustice, logics that are often pervasive in Western industrial schooling.
2017 AERA Annual Meeting - Environmental Education SIG Call for Proposals The AERA 2017 Annual M... more 2017 AERA Annual Meeting - Environmental Education SIG Call for Proposals
The AERA 2017 Annual Meeting will be held this year in San Antonio, Texas and the theme of this upcoming year’s conference is “Knowledge to Action: Achieving the Promise of Equal Educational Opportunity” (Gadsen, Arzubiaga & Davis, 2016). For the Environmental Education Special Interest Group (EE SIG) conference theme, we build upon the AERA general call and, in this critical moment, we are asking the EE research community to turn their attention towards the following questions: Who/what benefits and who/what suffers unjustly in connection with the knowledge(s) and action(s) shaping what is—and historically has constituted—Environmental Education? Specifically, we ask, “How can EE scholar-activists, as educational researchers, (re)consider and then put into action Environmental Education?”
Critical Education provides a space for inquiry into the philosophies and contexts of educational... more Critical Education provides a space for inquiry into the philosophies and contexts of educational priorities set by today's global elite and the role of STEM Education in the political and economic restructuring of education and educational research. The time is now for an ongoing, dedicated space that deconstructs and reconstructs the interdisciplinary, ubiquitous, powerful and perhaps dangerous STEM (Science, Technology, Engineering and Mathematics). The series title reflects our concerns and suggests a space for dedicated inquiries taking up oppositions to—and substantive and timely reframings of—STEM. It is the desire of the editors of this series to cultivate a series of articles from a diverse array of educational research occurring both within and from outside the critical-foundations community. The special series continues a long tradition of such critique, at least those occurring in STEM related journals like For the Learning of Mathematics, Journal of Urban Mathematics Education and Cultural Studies of Science Education, and will be the first location dedicated specifically to critical explication of STEM on the whole. We invite manuscripts that contribute to understanding and defining STEM education in a variety of ways, from critical curricular and pedagogic explorations of STEM contents on their own and in total, to broader conception of STEM such as the infiltration of STEM culture throughout higher education and research programs. In considering STEM, we especially seek explorations (re)considering how STEM perpetuates systems of domination and hierarchy while potentially offering unexpected moments for reformations that foster alternatives. In other words, how is mainstream STEM a part of the problem? In (re)considering STEM, we hope contributions will provide the opportunities for scholarly projects that range from policy to grant research, curriculum to media, experiences in STEM education from diverse students, and from teacher innovation to student resistance. The issue aims to critique STEM but also present it as a space for critical examinations that move beyond the traditional perspectives reproducing the dominance of STEM. Such endeavors might include but are not limited to manuscript submissions that draw from a variety of frameworks appropriate to critical-foundations work, including critical theories like, ecojustice education, critical race theory and critical disability studies and with goals that counter neoliberal projects and embrace community, democracy, anarchism and anti-capitalism. In general, this series seeks to foster an ongoing scholarly conversation through manuscripts that broadly engage the question: How are critical scholars engaging and working within STEM educational spaces and/or habits of mind?
This special issue seeks scholarship that takes an alternative approach to the study of STEM in e... more This special issue seeks scholarship that takes an alternative approach to the study of STEM in education and education research. Critical approaches to STEM education have typically studied how it serves the 'control society' through its disciplinary discourse, its monopoly on funding, and its gate-keeping status. Despite the important insights from this work, showing how STEM education is situated in the socio-political, there is a need to dig deeper into the political power of specific STEM practices and their implications for education research. We seek work that pushes the critical perspective beyond previous limitations, and too simple binaries between science and culture. For this landmark issue, we seek manuscripts that deploy STEM in new and unscripted ways in the philosophy of education. This is a powerful political move for education research, a field all too often enthralled with positivist images of science. We invite manuscripts using new insights from science and technology studies, tapping the history and philosophy of science to contravene Humanist notions of intentionality and agency, and undermining conventional notions of achievement and progress and individuation. We are looking for manuscripts that show how STEM can be used to help us study the highly distributed nature of collective processes of learning, the political framing of education, the onto-epistemologies of material pedagogical relations, etc. Because this paradigm shift around the role of STEM in education research demands a new kind of empiricism, we encourage contributors who experiment with method and data. In other words, this special issue aims to put philosophy to work as a pragmatic intervention into the concrete STEM practices that saturate the field, and also as a creative platform for tapping and formulating subversive STEM practices that might open up a radically different imaginary. Building upon the growing number of critical sessions and papers on STEM at the 2014 and 2015 meetings of AESA, we hope to push the envelope of educational foundations to better engage in addressing the intersections between STEM and cultural studies. This call for manuscripts is informed by insights from the sociology of science and the now reinvigorated field of science and technology studies (STS), fields which have played a crucial role in our current understanding of STEM disciplines. Much of this work pursues a philosophical, historical, ethnographic, sociological and anthropological approach, showing how scientific truths emerge within and are managed by communities and institutions. Emerging from within this tradition are new paradigms for how to think about scientific practice (This paradigm shift draws on both past and contemporary science to rethink the nature of material agency at the human and more-than-human scale. Moreover, current combinations of science and philosophy have been producing cutting-edge theorizations about not only the nature of knowledge and reality, but also about the mechanisms of power involved in the production and dissemination of science writ large, including social science. These developments are already influencing researchers in education, triggering an unprecedented take-up of alternative STEM concepts as tools for analyzing the material and ideological entanglements of education, be it in mathematics education (de Freitas This marks a radical change within socio-political research on education, as researchers consider the potential of STEM ideas outside of conventional scientism. This work is thus highly relevant for the field of Educational Studies and the social foundations of education. This special issue aligns with the vision of Educational Studies, the official journal of the American Education Studies Association (AESA), in providing a cross-disciplinary and international forum for the exchange and debate of ideas generated from innovative approaches to studying STEM practices.
Academic Labor in the Age of Clinton versus Trump
INVITED KEYNOTE COLLOQUIUM American Education Studies Association Friday, November 4, 2016, 8:00-... more INVITED KEYNOTE COLLOQUIUM
American Education Studies Association
Friday, November 4, 2016, 8:00-9:30pm
Grand Hyatt, Seattle, Washington
We are in the midst of a transformation of education. When a generation ago, a quarter of all college instructors were temporary and off the tenure track, now three quarters are. Our public schools are increasingly becoming privatized. What does this transformation of academic labor mean for the working conditions of K-12 and higher education faculty, student learning, academic freedom, and other important issues? The panelists will discuss these issues in today’s K-12 and higher education environment from their perspectives as social foundations scholars/activists.
ICAS Interview, 2019
activist and adhere to a CAS perspective? What does it mean to you and how do those ethical decis... more activist and adhere to a CAS perspective? What does it mean to you and how do those ethical decisions in uence your academic career.
An interview with John Lupinacci, Anthony Nocella, and Kim Socha discussing Anarchism and Animal ... more An interview with John Lupinacci, Anthony Nocella, and Kim Socha discussing Anarchism and Animal Liberation.
Institute for Critical Animal Studies interviews scholar-activists and publishes these interviews... more Institute for Critical Animal Studies interviews scholar-activists and publishes these interviews as part of a series.
Imaginings of "Community": Perceptions of (Dis)Ability, the Environment, and Inclusion
Dr. John Lupinacci presenting at the 3rd Annual Eco-ability Conference.
VIDEO - (Un)Learning Anthropocentrism: An Ecocritical Framework for Teaching to Resist Human-Supremacy in Curriculum and Pedagogy
In this talk, I will call attention to—and critically question—the epoch now referred to as the A... more In this talk, I will call attention to—and critically question—the epoch now referred to as the Anthropocene in relationship to Western industrial assumptions rooted in the understanding of human-beings as separate from and superior to all other life-forms and the environments upon which they depend. Drawing from an ecocritical framework in education, I emphasize that because anthropocentrism is cultural rather than inherently natural, it is amenable to social change. As a scholar-activist educator, I take the position that (un)learning anthropocentrism as radical change is imperative in light of environmental degradation, climate change, and the multitude of social and ecological problems that follow as a consequence. The stakes are high and the capacity of the planet for sustaining life depends upon future generations learning to live in harmony and at peace with the diverse ecosystems within which they reside. More than a critique of anthropocentrism, I work to challenge this worldview and seek ways of engaging educators and educational researchers in doing the same. Drawing from ecocritical projects in education—including critical animal studies, anarchism, and ecofeminism—while recognizing centuries of wisdom in indigenous epistemologies, this talk shares a pedagogical process aimed at helping educators to recognize an anthropocentric worldview, to examine how this worldview is implicated in maintaining human (and male, white, able-bodied) supremacy, and to rethink anthropocentrism in favor of ecological alternatives that are socially just and encompass all living systems.
VIDEO - "Status of the Dream: Does Freedom Ring?"
On August 28th in 1963, Martin Luther King Jr. delivered his defining “I Have a Dream” speech, sp... more On August 28th in 1963, Martin Luther King Jr. delivered his defining “I Have a Dream” speech, speaking of his dream that America would rise up that live out the true meaning of its creed “We hold these truths to be self-evident: that all men are created equal”. What progress have we, as a nation, made in achieving this dream?
Panelists include:
- Carolina Silva, graduate student, Cultural Studies and Social Thought in Education
- Jeff Guillory, Director, Diversity Education
- Fadumo Ali, undergraduate student, Communications
- Johnny Lupinacci, Assistant Professor, Teaching & Learning
Doctoral Dissertation, Sep 19, 2013
Education can have a tremendous impact on how we, as humans, understand and relate to each other ... more Education can have a tremendous impact on how we, as humans, understand and relate to each other and the larger environmental systems to which we belong. In efforts to address the role of education in alleviating and eliminating social suffering and environmental degradation in many of the worlds’ diverse communities, the purpose of this critical ethnographic case study is to qualitatively examine the design of an intermediary organization within the context of eco-democratic reform.
The study involved observation, interviewing, and analysis that included personal narrative accounts from 12 key members in the organization and their thick descriptions of the design and function of the Southeast Michigan Stewardship Coalition (SEMIS). The study explores new territories for community-based collaborations and examines the complexity of such initiatives, while focusing on professional development and adult learning framed by an EcoJustice Education approach to place-based education. The study illustrates the identity of SEMIS as a learning organization with a strong commitment to designing and providing sustained professional development in the region. The deep design of SEMIS offers insight into the structure and the complexity of the networks of learning relationships in this intermediary organization. Major contributions from this case study include a) an organizational history of SEMIS; b) an articulation and analysis of the SEMIS sustained professional development; and c) a unique learning model for the development of an eco-ethical consciousness. The study presents the examination and analysis of a unique intermediary organization in the context of eco-democratic reform and illustrates both the design and the complex approach to the work in SEMIS.
Impacting education, Jul 6, 2017
This article critiques the notion of individually-focused notions of leadership, instead offering... more This article critiques the notion of individually-focused notions of leadership, instead offering an ecocritical conceptual framework that works to support education at all levels with the aim of recognizing the importance of how leaders in Western industrial culture think, act, and thus organize communities. This framework is applied to examine the potential for EdD programs to critically (re)imagine the role K-12 and higher education institutions might play in reinterpreting how leadership might be (re)constituted-as local and in support of social justice and sustainability. From this lens, the article explores how 21 st century challenges that emerge from the complex intersections of social justice and sustainability might be addressed through EdD program development, supportive program structures, and course content influencing teacher education and K-12 school leadership. Calling for a particular kind of leadership supportive of social justice and sustainability, this article shares examples from the authors own practice, program structures, curriculum, and future research.
Anarchism, EcoJustice, and Earth Democracy
BRILL eBooks, Nov 15, 2022
Remembering Chet Bowers
Educational studies, Oct 12, 2017
Educational studies, Sep 3, 2019
We live in an age where, despite continued academic efforts to address unjust social suffering an... more We live in an age where, despite continued academic efforts to address unjust social suffering and environmental degradation, there remain a cultural tyranny of capitalist, patriarchal, racist, anthropocentric, ableist, and heteronormative patterns. An epoch where we are reminded of accelerating rates of "unprecedented species loss" (Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES), 2019) and increased tensions surrounding mass incarceration, war, famine, and the devastatingly cruel crimes being committed against families fleeing unlivable conditions around the planet. Yet, despite clear patterns that continue to haunt and torture diverse communities there also exists a not too distant knowledge of how to live together in ways that are social just and ecologically in balance with the living systems to which we all belong. Chet Bowers has for many decades trumpeted this academic argument nearly to the point of exhaustion. Yet, he kept going. Environmental justice, historically marginalized in critical scholarship as in competition with social justice, is now more commonly examined as inextricable from social justice efforts on the planet. While Chet argued that Western industrial culture would destroy the planet and in the process further perpetuate racism, sexism, capitalism, and other forms of oppression, many misunderstand his argument to be a prioritizing of the environment over important social justice issues. This could not be further from the truth. When this argument arises it ultimately sidelines the deeper issues at work in Chet's complex analysis. He was deeply concerned about the systemic ways current dominant culture shapes the humans of the Anthropocene, that is, the very people many of us are today. As I write this and reflect on the complex web of relationships that intertwine my work with his, I am reminded that Chet was a friend and a teacher, a scholar from whom I learned both what to do, and in some cases what not to do. I think many of us reading this Special Issue can relate to the ways academia both harbors brilliance while also feeding into the worst sides of
“You Gotta here these Stories”: An Ecocritical Analysis of mother!
The International journal of critical media literacy, May 24, 2021
Youth Environmental Stewardship and Activism for the Environmental Commons
In this chapter, the co-authors discuss the environmental commons as a space for youth activism. ... more In this chapter, the co-authors discuss the environmental commons as a space for youth activism. We use the term to refer to communities of interdependence--humans with other living things--and to public space where people, including young people, gather and engage in civic affairs. Our particular focus is on the intersection of social and environmental justice action that links human interdependence with other living things. We argue that this important nexus is a space ripe for youth civiv engagement in part because an understanding of the commons, and the sense of responsibility and care that accompanies it, compels one to notice and respond to the injustice that exists in one's community. This chapter shares context for and examples of how young activists recognize the intersectional ways they are affected by enclosing the commons, transform public discourse to retain access to public space, mobilize communities through culturally relevant forms, and lay claim to the commons with cross-generational work.
Special IssueRethinking the Role of STEM in the Philosophy of Education:Implications for Education Research
Educational studies, Mar 3, 2016
Inserting Critical Mathematics into STEM Education
The chapter begins by asking whether STEM education is a friend or foe to the field of critical m... more The chapter begins by asking whether STEM education is a friend or foe to the field of critical mathematics education (CME) by reviewing how mainstream STEM conflicts with CME but also provides spaces for critical work. Tensions between CME and STEM include mainstream STEM’s emphasis on human capital, inattention to environmental degradation, and soft-critical orientation to social justice issues. However, STEM’s emphases on interdisciplinarity can provide opportunities for critical mathematics education to take place. We argue that STEM education as policy can be an opportunistic space to simultaneously resist and reconstitute in line with the values and goals of CME. We extend CME’s goals with deeper theoretical consideration to the nature of the ecological and social crises, in so doing we draw on ecofeminism and EcoJustice Education. The chapter concludes with a model “critical STEM” unit plan sketch that is appropriate for the Junior Secondary level. CME, ecofeminist theory, and internationally benchmarked content standards provide the foundation for our STEM unit plan titled “A Story of Incarceration.” By this example, we intend to show that critical STEM projects can be transformative for learners as well meet the content goals of standard STEM education.
Critical Education, Oct 15, 2018
Palgrave Macmillan US eBooks, 2017
part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of ... more part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
Northwest journal of teacher education, Oct 1, 2020
This article amplifies the importance of social movements like Black Lives Matter and diverse cri... more This article amplifies the importance of social movements like Black Lives Matter and diverse critical educator responses to social suffering, COVID-19, and related critiques of current dominant assumptions of teacher education and Western industrial schooling. The author offers an ecocritical conceptual framework that aims to emphasize the importance of how teachers, and teacher educators, can take action as leaders (re)imagining education as supportive of valuing diversity, democracy, and sustainability. This article calls for an ecocritical pedagogical (re)imagining of how teacher education might be (re)constituted through more local activist teaching and diverse collaborations with social movements in support of social justice, multispecies equity, and sustainability.
Putting Posthuman Theories to Work in Educational Leadership Programmes
Springer eBooks, 2019
Educators are socialized into ‘commonsense’ ways of seeing the world that support rational, human... more Educators are socialized into ‘commonsense’ ways of seeing the world that support rational, humanistic, anthropocentric thinking. The U.S. schooling system further reinforces these perspectives by defining education in quantitative terms, turning teachers, students, and learning processes into numerical data points. These perspectives tend to shape educational leaders’ understandings of leadership and research. As they enter professional doctorate, or three year Ed.D. programmes, many educational leaders bring with them entrenched views of objectivity and linearity, as well as a view of leadership as enacted by individual human actors. This chapter discusses ways to disrupt commonsense thinking reinforcing individualistic, representational, and human-centered worldviews by drawing on pedagogies informed by posthuman thinkers (including Braidotti 2013; Code 2006; Deleuze and Guattari 1987; Plumwood 2002) to reframe practice and educational research in more affirmative, connected, multiplistic terms that emphasise productive difference and relations with the more-than-human world. Both authors teach courses in three-year professional doctorate programmes in educational leadership, and provide examples of instruction that put to work these ideas in our classes. The chapter concludes with suggestions and connections for (re)imagining how such pedagogical projects may be useful to other educators in higher education settings.
Rethinking Accountability
Routledge eBooks, Oct 26, 2021
The qualitative report, Jul 16, 2021
In this article, reflecting critically on past school food studies and considering the landscape ... more In this article, reflecting critically on past school food studies and considering the landscape of qualitative methods, notably youth participatory action research methodologies, the authors share methodological suggestions for centering social justice and sustainability with the lived experience of youth by drawing on their critical qualitative research in Detroit and New York City public schools. We advance an analytic framework that aims to center youth voices and solutions to social problems such as food justice and equity. To this end we call for attention to human rights, youth participatory research, and relational ethics as part of our intention to center youth voices. Furthermore, the article emphasizes how this critical research with urban communities, ought to, and can, directly involve young people in schools together with their teachers and school leaders working and learning to take actions in support of the health, strength, and sustainability of their communities.
A Review of “Anarchism and Education: A Philosophical Perspective”
Educational studies, 2012
In recent decades, efforts to rethink education have resulted in the reproduction of authoritaria... more In recent decades, efforts to rethink education have resulted in the reproduction of authoritarian value hierarchies that have become dangerously normalized in today's society. Schooling, especially institutions of higher education and teacher preparation programs, ...
Perspectives on the Ideas of Gregory Bateson, Ecological Intelligence and Educational Reform. C.A. Bowers (with chapters by Rolf Jucker, Jorge Ishizawa, & Grimaldo Rengifo) (2011). Publisher: Eco-Justice Press, Eugene, OR. Paperback ISBN: 0966037006, pp. 208
Australian journal of environmental education, 2011
Review(s) of: Perspectives on the ideas of Gregory Bateson, ecological intelligence and education... more Review(s) of: Perspectives on the ideas of Gregory Bateson, ecological intelligence and educational reform, by Bowers, C.A. (with chapters by Rolf Jucker, Jorge Ishizawa, and Grimaldo Rengifo) (2011), Publisher Eco-Justice Press, Eugene, OR, Paperback ISBN 0966037006, pp. 208.
An Ecocritical Conceptual Framework Toward Ecotistical Pedagogies
Springer eBooks, 2020
The past decades of environmental education (EE) scholarship have been marked by strong critiques... more The past decades of environmental education (EE) scholarship have been marked by strong critiques of how neoliberal policies and reform efforts have contributed to an erosion of valuing the gravity of our human dependencies on the health of diverse species and ecosystems on the planet. In this chapter, the author argues that environmental educators maintain the importance of valuing and acting in defense of diversity as a core foundation of democratic life and acknowledges that EE researchers and environmental educators are committed to the possibilities of addressing the cultural roots of social justice and sustainability in a myriad of scholar-activist ways. Considering the stark conditions for life on the planet due to climate change, poverty, famine, and increased violent conflict, this chapter argues that scholar-activist environmental educators are more than ever presented with the challenge of rethinking EE and doing so with close attention to what can be done differently. In this book chapter, Lupinacci introduces an ecocritical framework for EE with a focus on working with PreK-12 and higher education teachers. Recognizing the need for ecocritical pedagogies that challenge status quo relationships between EE, teacher preparation, and higher education, the chapter critically addresses and rethinks current dominant conceptual frameworks constituting classrooms, schools, and communities. Furthermore, the author shares how anthropocentrism in connection with assumptions of human supremacy become a distinguishable focal point for ecocritical pedagogies. Concluding, Lupinacci shares some actions toward a shift from egotism to ecotism in enacting ecotistical pedagogies with(in) EE and teacher education.
ProQuest LLC eBooks, 2013
This dissertation would not have been possible without a number of people, places, and events to ... more This dissertation would not have been possible without a number of people, places, and events to which acknowledgment is the least I can offer in thanks for all that has been brought to the support of this study. First and foremost, this work would not be possible without the Southeast Michigan Stewardship Coalition (SEMIS), and support from my committee and Eastern Michigan University (EMU), especially Dr. Rebecca Martusewicz, who has offered over a decade of mentorship as a teacher and a friend. The framework brought to this study would not have been possible without the mentorship of Dr. Martusewicz. It is through being her student that I was brought into relationship with the American Educational Studies Association (AESA), the American Educational Research
Learning to Teach/Teaching to Learn: Love, Hope, and Political Inversion in Troubled Times
Proceedings of the 2020 AERA Annual Meeting, 2020
Resistance Wisdom and Grassroots Urban Education: Lessons from Detroit
Springer international handbooks of education, 2017
This chapter focuses on how radical educators in Detroit, MI are working through an ecocritical p... more This chapter focuses on how radical educators in Detroit, MI are working through an ecocritical pedagogy to expose the absurdity of the destructive habits of today’s society and to propose grassroots alternatives. Acknowledging the impacts of Western industrial culture on the racially segregated neighborhoods systematically decimated by the racism, sexism, and classism of the North American industrial revolution, this chapter provides an overview of environmental justice and eco-racism in connection with youth engagement in the context of urban education. Drawing on the author’s experiences as a Detroit scholar-activist educator, this chapter shares how—despite the strong efforts of a neoliberal State government to gentrify and privatize land, water, and food in Detroit—activist educators have been able to politically mobilize communities through advocating for rights that ensure access to food and food traditions that support a healthy community and argue that for the importance of an education that supports the best possible standard of living for all. Asserting that activist-educators at the grassroots level in Detroit are exploring education that moves beyond the boundaries of formal schooling, this chapter shares examples of how students, educators, and members of the local community engage in identifying and examining issues relevant to the local neighborhoods while simultaneously developing a worldview supportive of social justice and sustainability.