Forum: Eco-tistical Art

Phillips, Patricia C.; Smith, Stephanie; Godfrey, DeWitt; Vesna, Victoria; Rosenthal, A. M.; Haynes, Deborah J.; Kochhar-Lindgren, Kanta; Burns, David P.; Higgins, Hannah; Bower, Sam; Weintraub, Linda

doi:10.1080/00043249.2006.10791195

Cited by 5 publications

(5 citation statements)

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“…Such efforts require explicit attention to understanding diversity and the eco-social structural relationships between language, culture, and education that define how we recognize and understand difference. I draw from Weintraub et al’s ( 2006 ) introduction of the term eco-tistical in response to a lack of terminology in the English language that describes “humans relating to the nonhuman environment in a harmonious, respectful, and pragmatic manner” (p. 55). By switching ego- to eco- , she intended to direct “focus away from self and toward home or habitat” in response to the absence of any opposite terminology for anthropocentric—the privileging of humanity—and egocentric—the privileging of self (Weintraub et al, 2006 ).…”

Section: Ecocritical Pedagogies In the Twenty-first Centurymentioning

confidence: 99%

“…I draw from Weintraub et al’s ( 2006 ) introduction of the term eco-tistical in response to a lack of terminology in the English language that describes “humans relating to the nonhuman environment in a harmonious, respectful, and pragmatic manner” (p. 55). By switching ego- to eco- , she intended to direct “focus away from self and toward home or habitat” in response to the absence of any opposite terminology for anthropocentric—the privileging of humanity—and egocentric—the privileging of self (Weintraub et al, 2006 ). In this sense, the term ecocentric is an adjective for ecological consciousness, or what Martusewicz and Edmundson ( 2005 ) propose as an “eco-ethical consciousness” (p. 73) that takes into consideration the social and environmental impact of decision-making and recognizes them as inextricably linked.…”

Section: Ecocritical Pedagogies In the Twenty-first Centurymentioning

confidence: 99%

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An Ecocritical Conceptual Framework Toward Ecotistical Pedagogies

Lupinacci

2020

Towards Critical Environmental Education

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The past decades of environmental education (EE) scholarship have been marked by strong critiques of how neoliberal policies and reform efforts have contributed to an erosion of valuing the gravity of our human dependencies on the health of diverse species and ecosystems on the planet. In this chapter, the author argues that environmental educators maintain the importance of valuing and acting in defense of diversity as a core foundation of democratic life and acknowledges that EE researchers and environmental educators are committed to the possibilities of addressing the cultural roots of social justice and sustainability in a myriad of scholar-activist ways. Considering the stark conditions for life on the planet due to climate change, poverty, famine, and increased violent conflict, this chapter argues that scholar-activist environmental educators are more than ever presented with the challenge of rethinking EE and doing so with close attention to what can be done differently. In this book chapter, Lupinacci introduces an ecocritical framework for EE with a focus on working with PreK-12 and higher education teachers. Recognizing the need for ecocritical pedagogies that challenge status quo relationships between EE, teacher preparation, and higher education, the chapter critically addresses and rethinks current dominant conceptual frameworks constituting classrooms, schools, and communities. Furthermore, the author shares how anthropocentrism in connection with assumptions of human supremacy become a distinguishable focal point for ecocritical pedagogies. Concluding, Lupinacci shares some actions toward a shift from egotism to ecotism in enacting eco tistical pedagogies with(in) EE and teacher education.

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Section: Ecocritical Pedagogies In the Twenty-first Centurymentioning

confidence: 99%

Section: Ecocritical Pedagogies In the Twenty-first Centurymentioning

confidence: 99%

An Ecocritical Conceptual Framework Toward Ecotistical Pedagogies

Lupinacci

2020

Towards Critical Environmental Education

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“…This approach suggests that academics focus on values related to diversity and the structural eco-social correlations that exist educationally, culturally, and linguistically and control the ways in which we acknowledge and comprehend differences. Lupinacci and others—for example, Weintraub et al ( 2006 )—introduce the term eco-tistical to compensate for the absence of an English-language term describing “humans relating to the nonhuman environment in a harmonious, respectful, and pragmatic manner” (p. 55). By swapping out ego - for eco -, they move the “focus away from self and toward home or habitat” (Weintraub et al 2006 , p. 55) to make up for the lack of an antonym for anthropocentric (revolving around humans) and egocentric (revolving around the self).…”

Section: Introductionmentioning

confidence: 99%

“…Lupinacci and others—for example, Weintraub et al ( 2006 )—introduce the term eco-tistical to compensate for the absence of an English-language term describing “humans relating to the nonhuman environment in a harmonious, respectful, and pragmatic manner” (p. 55). By swapping out ego - for eco -, they move the “focus away from self and toward home or habitat” (Weintraub et al 2006 , p. 55) to make up for the lack of an antonym for anthropocentric (revolving around humans) and egocentric (revolving around the self). In this context, eco-centrism describes the ecological consciousness that Martusewicz and Edmondson ( 2005 ) define as being an “eco-ethical consciousness” (p. 73), one that considers the environmental and social impacts of decisions and acknowledges that they are effectively indivisible.…”

Section: Introductionmentioning

confidence: 99%

Global human resources or critical global citizens? An inquiry into the perspectives of Japanese university educators on global citizenship education

Bosio

2021

Prospects

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This article examines how Japanese university educators understand the role of Global Citizenship Education (GCE) in higher education. Data were collected by means of questionnaires and responsive interviews with 22 educators, then analyzed with the use of grounded theory and the constant comparative method. Four notions of GCE emerged from the data. The Japanese educators expressed the opinion that GCE must: (1) foster students’ sense of social efficiency and economic growth; (2) enhance their English-language proficiency to prepare them for work in the global market; (3) encourage overseas experiences to support them in acquiring global consciousness; and (4) develop students’ understanding of different countries. Based on the findings, the study suggests that educators’ approaches to GCE in Japan are generally oriented toward neoliberal notions of GCE aimed at fostering global human resources rather than critical global citizens. In contrast, this paper concludes by proposing a critical framework informed by the values of critical pedagogy ingrained in social justice to teach GCE in Japanese universities. This approach to GCE challenges dominant neoliberal notions of the linkages between globalization and education and orients learners toward social justice.

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“…Such efforts require explicit attention to understanding diversity and the eco-social structural relationships between language, culture, and education that define how we recognize and understand difference. I draw from Weintraub's (2006) introduction of the term eco-tistical in response to a lack of terminology in the English language that describes "humans relating to the nonhuman environment in a harmonious, respectful, and pragmatic manner" (p. 55). By switching ego-to eco-she intended to direct "focus away from self and toward home or habitat" in response to the absence of any opposite terminology for anthropocentric-the privileging of humanity-and egocentric-the privileging of self (Weintraub, et al, 2006, p.55).…”

Section: (Re)constituting Educational Leadership In the 21 St Centurymentioning

confidence: 99%

Addressing 21st Century Challenges in Education: An Ecocritical Conceptual Framework toward an Ecotistical Leadership in Education

Lupinacci

2017

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This article critiques the notion of individually-focused notions of leadership, instead offering an ecocritical conceptual framework that works to support education at all levels with the aim of recognizing the importance of how leaders in Western industrial culture think, act, and thus organize communities. This framework is applied to examine the potential for EdD programs to critically (re)imagine the role K-12 and higher education institutions might play in reinterpreting how leadership might be (re)constituted-as local and in support of social justice and sustainability. From this lens, the article explores how 21 st century challenges that emerge from the complex intersections of social justice and sustainability might be addressed through EdD program development, supportive program structures, and course content influencing teacher education and K-12 school leadership. Calling for a particular kind of leadership supportive of social justice and sustainability, this article shares examples from the authors own practice, program structures, curriculum, and future research.

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Forum: Eco-tistical Art

Cited by 5 publications

References 0 publications

An Ecocritical Conceptual Framework Toward Ecotistical Pedagogies

An Ecocritical Conceptual Framework Toward Ecotistical Pedagogies

Global human resources or critical global citizens? An inquiry into the perspectives of Japanese university educators on global citizenship education

Addressing 21st Century Challenges in Education: An Ecocritical Conceptual Framework toward an Ecotistical Leadership in Education

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