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In Ecocritical Perspectives in Teacher Education, the editors share a collection of chapters from diverse critical scholars in teacher education.
Teachers, and their students, are faced with demands that require teacher educators to work toward better preparing them to teach in a changed world—a world where diversity, human rights, sustainability, and democracy must be paramount. This text calls together teacher educators who address the complex ways that social and environmental injustices—like racism, sexism, classism, ableism, and speciesism—weave together to produce dangerous conditions for all life. The volume shares with readers a glimpse into alternatives possible for teaching that are situational, local, and in support of social justice and sustainability.
Contributors are: Marissa E. Bellino, Melissa Bradford, Greer Burroughs, Nataly Chesky, Brandon Edwards-Schuth, Alison Happel-Parkins, Kevin Holohan, Agnes C. Krynski, John Lupinacci, Emilia Maertens, Rebecca Martusewicz, Emma McMain, Michio Okamura, Clayton Pierce, Meneka Repka, Graham B. Slater, Silvia Patricia Solís, JT Torres, Rita Turner, Robert G. Unzueta and Mark Wolfmeyer.
Teachers, and their students, are faced with demands that require teacher educators to work toward better preparing them to teach in a changed world—a world where diversity, human rights, sustainability, and democracy must be paramount. This text calls together teacher educators who address the complex ways that social and environmental injustices—like racism, sexism, classism, ableism, and speciesism—weave together to produce dangerous conditions for all life. The volume shares with readers a glimpse into alternatives possible for teaching that are situational, local, and in support of social justice and sustainability.
Contributors are: Marissa E. Bellino, Melissa Bradford, Greer Burroughs, Nataly Chesky, Brandon Edwards-Schuth, Alison Happel-Parkins, Kevin Holohan, Agnes C. Krynski, John Lupinacci, Emilia Maertens, Rebecca Martusewicz, Emma McMain, Michio Okamura, Clayton Pierce, Meneka Repka, Graham B. Slater, Silvia Patricia Solís, JT Torres, Rita Turner, Robert G. Unzueta and Mark Wolfmeyer.
Price: $69.00
Pages: 246
Publisher: Brill
Imprint: Brill
Series: Constructing Knowledge: Curriculum Studies in Action
Publication Date:
24 November 2022
ISBN: 9789004532786
Format: Paperback
John Lupinacci, Ph.D. (2013), Eastern Michigan University, is an Associate Professor at Washington State University in the Department of Teaching & Learning. He has published on ecocritical education, including co-authoring EcoJustice Education: Toward Diverse, Democratic, and Sustainable Communities (Routledge, 2021).
Alison Happel-Parkins, Ph.D. (2012), Georgia State University, is an Associate Professor in the department of Counselling, Educational Psychology, & Research at the University of Memphis. As a feminist researcher, she has published on topics related to social and environmental justice.
Rita Turner, Ph.D. (2011), University of Maryland Baltimore County, is an Independent Scholar. Her work focuses on food justice and environmental racism. She is the author of Teaching for EcoJustice: Curriculum and Lessons for Secondary and College Classrooms (Routledge, 2015).
Alison Happel-Parkins, Ph.D. (2012), Georgia State University, is an Associate Professor in the department of Counselling, Educational Psychology, & Research at the University of Memphis. As a feminist researcher, she has published on topics related to social and environmental justice.
Rita Turner, Ph.D. (2011), University of Maryland Baltimore County, is an Independent Scholar. Her work focuses on food justice and environmental racism. She is the author of Teaching for EcoJustice: Curriculum and Lessons for Secondary and College Classrooms (Routledge, 2015).