Ecological Education in Everyday Life


Book Description

Western and Arab researchers look at adult education, and discuss how an ecological approach to education, focussing on the cultural traditions and natural environments of communities, can be more useful than education in specialized institutions.




The Ecology of Learning


Book Description

Your house is flooded by 'unseasonal' heavy rain. What do you learn from this experience? Do you shrug your shoulders and call your insurer? Or do you choose to learn about climate change, switch to renewable energy and lobby politicians? In this insightful book, John Blewitt explores the possibilities for developing a sustainable society through 'lifelong learning' that is, learning that happens in everyday environments and activities as diverse as shopping, community, 'edutainment', information and communication technology, the internet, broadcasting, people's experience of place and space, green building, social networks and consumer culture. Drawing on a range of sociological, anthropological and educational studies as well as new research, The Ecology of Learning is ideal for educators, teachers, corporate trainers and consultants working to integrate environmental education, sustainability and innovation in non-traditional learning situations. The coverage is extensive, with an accessible but informed engagement with both theory and practice and a wide range of examples. Throughout, the voices, stories and experiences of many people are used to illustrate the ways people may reshape our understanding of learning and sustainability.




Ecology of Everyday Life


Book Description

Ecology of Everyday Life examines the ecological impulse as a 'desire for nature', a desire that emerges as people within industrial capitalist contexts respond to the personal and aesthetic, rather than the physical and political implications of ecological breakdown. While exploring the historical causes of this romantic 'desire for nature', Heller also offers a way to reconstruct ideas of both `nature' and 'desire', drawing from feminist, anarchist, and social ecological theory. She provides an activist response to ecological questions, arguing that the ecology movement too often links ecological problems to personal, psychological, and spiritual concerns, rather than to concerns of social justice. Yet rather than dismiss such personal and qualitative concerns, Heller links the desire for a more meaningful and integral quality of life to the activist impulse itself. Questioning assumptions about 'nature', 'desire', and 'the ecological agenda', the author encourages readers to consider new ways of desiring nature that entail changes not only in personal life-style and outlook, but changes in social institutions as well. Chaia Heller holds a MA in psychology and has worked for many years as a clinical social worker counselling and advocating for women struggling with issues of domestic abuse and poverty. In addition, she has had a long career as a teacher and international lecturer in the fields of social ecology and ecofeminism and is currently on the faculty at the Institute for Social Ecology. She also teaches at the University of Massachusetts where she is pursuing a PhD.




Civic Ecology


Book Description

Offer stories of ... emerging grassroots environmental stewardship, along with an interdisciplinary framework for understanding and studying it as a growing international phenomenon.--Back cover.




Rethinking Early Childhood Education


Book Description

Rethinking Early Childhood Education is alive with the conviction that teaching young children involves values and vision. This anthology collects inspiring stories about social justice teaching with young children. Included here is outstanding writing from childcare teachers, early-grade public school teachers, scholars, and parents.Early childhood is when we develop our core dispositions -- the habits of thinking that shape how we live. This book shows how educators can nurture empathy, an ecological consciousness, curiosity, collaboration, and activism in young children. It invites readers to rethink early childhood education, reminding them that it is inseparable from social justice and ecological education.An outstanding resource for childcare providers, early-grade teachers, as well as teacher education and staff development programs.










Learning and Everyday Life


Book Description

An incisive study of situated learning, analyzed through a critical theory of social practice as transformational change in everyday life.




Urban Environmental Education Review


Book Description

Urban Environmental Education Review explores how environmental education can contribute to urban sustainability. Urban environmental education includes any practices that create learning opportunities to foster individual and community well-being and environmental quality in cities. It fosters novel educational approaches and helps debunk common assumptions that cities are ecologically barren and that city people don't care for, or need, urban nature or a healthy environment. Topics in Urban Environmental Education Review range from the urban context to theoretical underpinnings, educational settings, participants, and educational approaches in urban environmental education. Chapters integrate research and practice to help aspiring and practicing environmental educators, urban planners, and other environmental leaders achieve their goals in terms of education, youth and community development, and environmental quality in cities. The ten-essay series Urban EE Essays, excerpted from Urban Environmental Education Review, may be found here: naaee.org/eepro/resources/urban-ee-essays. These essays explore various perspectives on urban environmental education and may be reprinted/reproduced only with permission from Cornell University Press.




Outdoor Learning and Play


Book Description

This Open Access book examines children’s participation in dialectical reciprocity with place-based institutional practices by presenting empirical research from Australia, Brazil, China, Poland, Norway and Wales. Underpinned by cultural-historical theory, the analysis reveals how outdoors and nature form unique conditions for children's play, formal and informal learning and cultural formation. The analysis also surfaces how inequalities exist in societies and communities, which often limit and constrain families' and children's access to and participation in outdoor spaces and nature. The findings highlight how institutional practices are shaped by pedagogical content, teachers' training, institutional regulations and societal perceptions of nature, children and suitable, sustainable education for young children. Due to crises, such as climate change and the recent pandemic, specific focus on the outdoors and nature in cultural formation is timely for the cultural-historical theoretical tradition. In doing so, the book provides empirical and theoretical support for policy makers, researchers, educators and families to enhance, increase and sustain outdoor and nature education.