Knowledge of Educators and Attitudes toward Ecological Justice (original) (raw)
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Knowledge and Practices on Ecological Justice of Educators
2015
Ecological justice is now becoming a sine qua non for humans and nonhumans in the environment. The community should be aware of the ecojustice-oriented education. Students can be eco-justice-oriented citizens if their teachers are knowledgeable and advocating eco-justice themselves. Therefore, the researcher undertook the study among public school teachers in Panay and Guimaras during the academic year 2012-2013 to determine the levels of knowledge and practices on ecojustice and differences between them and some personal factors and relationship between knowledge and practices on eco-justice among educators. The researcher administered the questionnaires and conducted interviews and observations to the teachers. Quantitative data were analyzed using SPSS. Results indicated a “high” level of knowledge and a “desirable” level of practice on eco-justice. There was a significant difference in the level taught subgroups respective to knowledge about eco-justice. A significant difference...
2010
In the summer of 2009, a group of teachers, community activists, and university professors came together in a Summer Institute on EcoJustice Education and Community-Based Learning held by the Southeast Michigan Stewardship Coalitions at Eastern Michigan University (EMU). A series of workshops were organized to help participants examine the interwoven foundations and educational implications of social and ecological violence. They read and discussed a passage from Val Plumwood's book Environmental Culture (2002) in which she interrogates what she
Knowledge, Attitudes and Practices of Environmental Justice in Higher Education
2013
Research suggests that issues of environmental justice are not being routinely included in the curriculum of the K-12 classroom and that teachers in those grades do not feel prepared to teach it. Likewise, little has been written about the addition of these topics to higher education coursework, leaving the question of inclusion at this level of education as well. This apparent lacuna may point to at least one reason why K-12 teachers are neither knowledgeable about environmental justice nor prepared to teach it. To discover the current state of inclusion in higher education, a mixed methods study was conducted to determine the knowledge, attitudes and practices of those teaching in one segment of higher education-namely all BA/BS granting undergraduate programs of environmental science and/or environmental studies within the United States. The results from this study suggest that while those teaching in these departments can provide a general description of what environmental justice is, there is much confusion and little agreement about exactly what it encompasses, who it affects, its causes and its solutions. However, responses do indicate that a sizable number of those teaching in these departments believe that environmental justice is an important topic which students should know 10
Exploring environmental justice in educational research
2021
This paper outlines the conceptual approach to environmental justice used in the JustEd project. It concentrates on how two approaches – the anthropocentric and the eco-centric approach – conceptualize environmental justice in different terms, and the implications these two approaches hold for education policy and practice globally. It also discusses the shift from environmental education to education for sustainable development and its implications for education policies and contents.
The Important Role of Environmental Justice in Supporting Green Schools
Ilomata International Journal of Social Science
The world's awareness of the importance of protecting the earth's environment is proof that nature is seen as an inseparable part of humankind. For this reason, the application of green schools is increasingly being carried out as evidence of the achievement of Education for Sustainable Development (ESD). This research is related to the success of Al-Fajar Bekasi Islamic High School in implementing environmental justice in supporting green schools. This research method uses a qualitative phenomenological approach. The research findings show that the environmental justice approach plays a full role in supporting the creation of green schools for the long term. Student behavior that is in accordance with environmental justice, namely equality between humans will support that nature is an important component. Thus, the urgency of a pro-environmental attitude combined with adaptation to environmental justice for sustainable development must be instilled from an early age in publ...
Now is a time of severe social and ecological crises constructed primarily from a dominant industrial culture that severs ties between humans and the natural world, between men and women, between white European and Other, and between mind (reason) and body (emotion), the former of each dominant over the latter. The result is a social, economic, and ideological system that elevates self-interested individuals, profit, and privatization over both human and more-than-human communities. Poverty, racism, sexism, and other forms of social inequality, along with the degradation of the natural world, can and must be traced to their shared foundation: the normalization of division and violence within human relationships with one another and the natural world. Social, economic, and political institutions created and reproduced over many hundreds of years naturalize this exploitative and abusive way of being, and the beauty and mystery of all living creatures that are inherently connected have been forgotten. As Pope Francis (1936–) wrote in his encyclical letter On Care for Our Common Home (2015): If we approach nature and the environment without this openness to awe and wonder, if we no longer speak the language of fraternity and beauty in our relationship with the world, our attitude will be that of masters, consumers, ruthless exploiters, unable to set limits on their immediate needs. By contrast, if we feel intimately united with all that exists, then sobriety and care will well up spontaneously. The poverty and austerity of Saint Francis were no mere veneer of asceticism, but something much more radical: a refusal to turn reality into an object simply to be used and controlled. (11) Yet every day children are schooled in the ways of a system that prioritizes competition and profit over life, in many ways at the expense of life. Widespread educational reform initiatives based on these principles deplete communities of possibilities to recognize an embodied connection to the earth and to respond with relationships of care and mutuality above competition and accumulation. This chapter explores EcoJustice Education (EJE), an approach to the study and practice of education that seeks to remedy these problems by deeply examining the embedded cultural systems that produce them. By first drawing specifically upon related frameworks of ecofeminism and neo-agrarianism, paying particular attention to their shared dedication to an ethic of care and social ontologies of connection, the chapter will then turn to their application through discussion and examples of pedagogies of responsibility.
Educating for Environmental Justice
Journal of Experiential Education, 1996
Environmental justice refers to equitable distribution of environmental goods, such as natural resources and clean air and water, among human populations as well as between species. The ethical dilemmas embedded within the concept of environmental justice are fourfold. On the one hand, proponents of environmental justice seek to redress inequitable distribution of environmental burdens, such as hazardous and polluting industries affecting vulnerable groups like ethnic minorities or economically disadvantaged populations. Second, environmental justice refers to the developed and developing countries’ unequal exposure to environmental risks like the consequences of climate change. In both cases, environmental justice entails equitable spatial distribution of burdens and benefits to different nations or social groups. Third, temporal environmental justice refers to the issues associated with intergenerational justice (or concern for future generations of humans). The final issue involves the so-called biospheric egalitarianism (i.e., concern with other species and their exclusion from anthropocentric priorities).
South African journal of higher education, 2021
Short (2010, 7) indicates that continued global population growth, technological advancement and subsequent burdens on the natural world from consumer demands during the 20th century has led to many environmental issues and concerns. According to (Edwards 2011) the resultant or consequent problems in the environment could reach levels that could push the planet to levels of ecological disaster. Evidence of ecosystem destruction, human induced climate change, social injustice and increasing economic strife is mounting in many parts of the world. Environmental Education (EE) has often been mentioned as an important response to the issues mentioned above, but if EE is to contribute to the transformation to sustainable living, teachers have a vital role to play. Thus, teacher education programmes need to prepare preservice adequately for these challenges arising in the 21st century. This exploratory theoretical article reviews approaches and ideas for the development of curriculum for e...
Educational Studies , 2013
(2013). A Review of “Ecojustice Education: Toward Diverse, Democratic, and Sustainable Communities”. Educational Studies: Vol. 49, Eco-Democratic Reforms in Education, pp. 465-470