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

• In Event: Advancing the Public Good: Experiential Education and Service-Learning Answer the Call

Abstract

This paper presents findings from a critical place-based service-learning program conducted in Ecuador in January 2019. The program combines EcoJustice education, critical pedagogies of place and critical service-learning to challenge students to see the deeper political/ecological connections between social and environmental issues. Findings reveal participants experienced an evolution in (1) recognizing the interconnectedness of systems that lead to socio-environmental issues including cultural and environmental degradation and human displacement, (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 elementary schools.

Authors

• Greer Burroughs, The College of New Jersey

• Marissa E Bellino, The College of New Jersey