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Session Type: Symposium
The session holistically explores processes of determining specific needs for systemic change that can promote socio-environmental justice in education, as well as how these possibilities for transformation might be leveraged. The conceptual and praxis-based presentations offer wide-ranging international perspectives on the topic by scholars working throughout Asia, Oceania, and the Americas, and move across themes of ecopedagogical literacy, ecological democracy and citizen science, socio-environmental change work in subjugated and threatened spaces, and UNESCO as a public intellectual with potential to enact socio-environmental change. They employ discourses of planetary sustainability, citizenship spheres from local to planetary, Southern epistemologies, democracy and human rights, diversity, methodologies, ethics, literacies, intensification of post-truthism, media, research and politics, s/Sciences, and of international organizations such as UNESCO.
De-Distancing "Development" to Determine Educational Change: Eco-Pedagogical Readings of Citizenships, Epistemologies, and Socio-Environmental Sustainability - Greg William Misiaszek, Beijing Normal University
Education for Ecological Democracy - Michael A. Peters, Beijing Normal University
Citizen Science and Post-Normal Science in a Post-Truth Era: Democratizing Knowledge, Socializing Responsibility - Tina Besley, Beijing Normal University
Enfranchisement and Transformative Socio-Environmental Change in Subjugated and Threatened Global, Cross-Border, and Local Circumstances - Robert J. Tierney, The University of British Columbia, The University of Sydney, Beijing Normal University
Grounding Theory Around Socio-Environmentally Focused Global Citizenship Education Work in Hard Spaces in the Global South - Lauren Ila Misiaszek, Beijing Normal University
UNESCO as a Global Public Intellectual Guiding Systemic Change: Promoting Sustainable Development Goal 4.7 and Educational Futures - Carlos Alberto Torres, University of California - Los Angeles; Richard Van Heertum, College of Staten Island - CUNY