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Keywords

Ecocritical Education, EcoJustice Education, Teacher Education

Abstract

This article amplifies the importance of social movements like Black Lives Matter and diverse critical educator responses to social suffering, COVID-19, and related critiques of current dominant assumptions of teacher education and Western schooling. The author offers an ecocritical conceptual framework to support education to recognize the importance of how teachers, and teacher educators, can take action as leaders (re)imagining education in support of valuing diversity, democracy, and sustainability. This article calls for an ecocritical pedagogical (re)imagining of how teacher education might be (re)constituted through local activist teaching in collaboration with social movements and in support of social justice and sustainability. Defining an ecocritical pedagogy in teacher education calls for a particular kind of critical teacher supportive of social justice and sustainability.

DOI

10.15760/nwjte.2020.15.2.12

Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Persistent Identifier

https://archives.pdx.edu/ds/psu/34123

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