Act Globally, Teach Locally: Developing an Eco-Justice Stance Among Preservice Teachers Through Critical Place-Based Service-Learning

• In Event: Multidimensionality of Service-Learning in Pre- and In-Service Teaching

Abstract

This paper presents findings from a critical place-based service-learning program conducted with pre-service teacher candidates in Ecuador in January 2019 and 2020. The program combines EcoJustice education, critical pedagogies of place and critical service-learning to challenge the candidates to see the deeper political/ecological connections between social and environmental issues. Such understandings are a precursor for EcoJustice Education. Findings reveal participants experienced an evolution in (1) recognizing the interconnectedness of systems that lead to socio-environmental issues (2) awareness that positions of privilege and wealth shape one’s world view and influence identities as global citizens, educators, and consumers, (3) the valuing of local knowledge and alternative ways of problem solving and (4) efficacy at implementing EcoJustice themes in K-12 schools.

Authors

• Greer Burroughs, The College of New Jersey

• Marissa E Bellino, The College of New Jersey