Teaching Sustainable "Development" and Socio-Environmental Violence Through Citizenships: Eco-Pedagogical Literacies Through Local to Planetary Citizenship

• In Event: Marriott Roundtable Session 11
  In Roundtable Session: Policy, Reform, and Civic Development

Abstract

Education for Sustainable Development (ESD) largely emerged from Environmental Education (EE) models to teach how actions for “development” positively and negatively affects our societies and the rest of nature, to then determine how such actions can be “sustainable” without causing current or future socio-environmental oppressions. However, the “development” has been increasingly taught as adhering to normalized neoliberal ideologies and “citizenship” utilized for exclusion rather than socio-environmental justice. This paper provides a critical analysis of reinventing environmental pedagogies to center the reading of “development” through/between spheres of citizenship - from local to global to planetary citizenship. Emergent from two research projects, teaching that centers critical literacies (i.e., ecopedagogical literacies) to read “development” and “sustainability” is essential in environmental and citizenship pedagogies.

Author

• Greg William Misiaszek, Beijing Normal University