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Eco-Critical Curriculum Philosophies: Radical Social and Environmental Justice Responses to Climate Change
Sun, April 19, 8:15 to 10:15am, Virtual RoomSession Type: Symposium
Abstract
The panelists all share papers that focus on how as teacher educators and curriculum studies scholars they address the questions and issues that emerge from the complex intersections of social justice and sustainability exacerbated by climate change. Each of the authors on this panel will respond in their papers to how their scholar-activist teaching speaks to the questions: 1.) How do we rethink assumptions in our work to consider collaboration and partnerships as an integral aspect of curriculum studies work responsive to climate change? 2.) What can we learn from ontologies, epistemologies, and methodologies existing in other critical frameworks and philosophies informing curriculum studies? 3.) What kind of future might we build together, and what differences might this difference make?
Sub Unit
Chairs
John Joseph Lupinacci, Washington State University - Pullman
Rita Turner, University of Maryland - Baltimore County
Papers
Ableism and Individualism in Teacher Education: Eco-Critical Curriculum Studies for Interrupting the "Norms" and "Standards" of Pre-K–12 Education - John Joseph Lupinacci, Washington State University - Pullman; Mary Joan Ward Lupinacci; Alison Happel-Parkins, The University of Memphis
Critical Conceptions and Contestations for Eco-Critical Curriculum Studies: Interrupting and Abolishing White Racial Knowledge - Nini Hayes, Western Washington University
Responding to a Neoliberal and Epistemic STEM Curricular Philosophy - Mark Wolfmeyer, Kutztown University of Pennsylvania; Nataly Z. Chesky, SUNY - College at New Paltz
Classroom Ecologies That (Re)Claim a Democratic Commons: Value Creation and Creative Coexistence in Application - Melissa Riley Bradford, DePaul University; Michio Okamura, DePaul University