Ecopedagogical literacy of a pandemic: Teaching to critically read the politics of COVID-19 with environmental issues
Ecopedagogical literacy of a pandemic: Teaching to critically read the politics of COVID-19 with environmental issues
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大流行病的生态教育素养：教学批判性地解读 COVID-19 与环境问题的政治
DOI：
10.1080/00958964.2021.1981206
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Greg William Misiaszek
中科院分区：
文献类型：
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作者：
Greg William Misiaszek
摘要 公共教育政治系统性地掩盖、忽视和/或公然谎言了导致全球大流行并使其恶化的 COVID-19 现实，同时教育也错误地为环境暴力、不可持续性和自然的统治辩护。我讨论了以保罗·弗雷雷（Paulo Freire）流行教育模式为基础的生态教育学对于批判性地比较和对比 COVID-19 方面与环境问题至关重要，以构建有效的环境教育学，以提高批判素养（即生态教育素养），从而破坏和“忘却”维持和加剧不可持续环境暴力行为的意识形态。以下三种破坏被认为对于社会环境正义和地球可持续性至关重要：破坏北方，主导认识论，灌输世界与地球的距离（即“我们”人类（人类圈）与自然的其他部分）；破坏新自由主义和新殖民主义框架内定义的“发展”，包括完全基于北方的认识论，并破坏学术学术和结构，从而导致前面提到的前两个方面需要破坏。
Abstract Politics of public pedagogies that systemically obscured, ignored, and/or flat-out lied about COVID-19 realities that led to, and worsened, the global pandemic coincides with education that falsely justifies environmental violence, unsustainability, and dominance of Nature. I discuss how ecopedagogy, grounded in the popular education models of Paulo Freire, are essential to critically compare and contrast COVID-19 aspects with environmental issues to construct effective environmental pedagogies for critical literacy (i.e., ecopedagogical literacy) to disrupt and "unlearn" ideologies that sustain and intensify unsustainable acts of environmental violence. The following three disruptions are argued as essential for socio-environmental justice and planetary sustainability: disrupting Northern, dominate epistemologies that instills world-Earth distancing (i.e., “us” humans (anthroposphere) from the rest of Nature); disrupting “development” defined within neoliberal and neocolonial framings, including being solely grounded upon epistemologies of the North, and disrupting academic scholarship and structures that lead to the first two aspects needing disruptions as mentioned.