Curriculum Vitae (original) (raw)
Dr. Mark Hathaway researches and teaches environmental studies, sustainability, environmental ethics, transformative learning, sustainable food systems, ecological worldviews, and ecopsychology from an interdisciplinary perspective. Hathaway was a SSHRC postdoctoral researcher at the University of Waterloo and a Vanier Canada Graduate Scholar at the University of Toronto. He teaches undergraduate courses at the University of Toronto and is a faculty member of the Earth Charter Center for Education for Sustainable Development. He also teaches as a visiting professor at the Reformed University in Barranquilla, Colombia and in the doctoral program at La Salle University in Costa Rica. With Leonardo Boff, he wrote The Tao of Liberation: Exploring the Ecology of Transformation published by Orbis Books in 2009 and translated into Portuguese, Spanish, Italian, and German. He is fluent in English and Spanish.
Related papers
Transformative Learning and the Ecological Crisis: Insights from The Tao of Liberation
The complexity and scale of the ecological crisis poses unique challenges to transformative learning. To address these, The Tao of Liberation (Hathaway & Boff, 2009) offers insights to reconceptualize transformative learning from an ecological perspective, including new ways of framing learning goals, the nature of liberation, and the process of worldviews transformation. The Tao also provides analysis addressing some of the key psychological obstacles impeding transformative learning related to the ecological crisis. Finally, The Tao outlines four “paths to liberation” that suggest concrete processes that can foster integral transformative learning.
Davis, Julie M. (2013) Transformative approaches to sustainability. Bedrock, 18(1), pp. 14-15.
How to live sustainably is a topic of local, national and international importance. The Australian National Curriculum (ACARA, 2011) identifies sustainability as a cross-disciplinary strand, obligating teachers to build sustainability into their pedagogical practices. In early childhood education, the Early Years Learning Framework (2009) and more recently, the National Quality Framework (2011) provide impetus for early childhood education for sustainably (ECEfS). This article discusses ECEfS, but first, it addresses climate change putting this into a sustainability perspective.
Journal of Transformative Education, 2012
In an earlier article in this journal, C. A. Bowers suggests that transformative learning, particularly Paulo Freire’s pedagogy, is a Trojan horse of western globalization, by deepening the ecological crisis and colonizing indigenous cultures. He charges that critical pedagogues avoid their own complicity in neoliberal globalization; he advocates for an alliance between conservative politics and environmentalism; and he promotes a ‘‘conserving education.’’ This article will critique the first three facets of Bowers’ argument: first, by agreeing with the critique of the enlightenment underpinnings in transformative learning theory but resolving them in more nuanced ways; second, by explaining the ontology implicit in Freire that Bowers misunderstands; and third, expanding the critical stream of transformative learning by arguing that every sustainability educator needs a strong political economic as well as cultural analysis, combined with honoring local contexts, including indigenous traditional knowledge.
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