Revitalizing the Commons or an Individualized Approach to Planetary Citizenship: The Choice Before Us

Bowers, C. A.

doi:10.1207/s15326993es3601_5

Cited by 31 publications

(37 citation statements)

References 3 publications

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“…Furthermore, standards-based reforms do little to contribute to the future success of students beyond what Bowers (1993Bowers ( , 2001Bowers ( , 2004 has described as the perpetuation of Western cultural metaphors responsible for deepening the ecological crisis through textbooks, teachers, and curriculum. Western cultural metaphors such as individuality, consumerism, progress, anthropocentrism, and economic growth are rarely, if ever, challenged in science Science Education DOI 10.1002/sce BEYOND THE DECORATED LANDSCAPES OF EDUCATIONAL REFORM 329 classrooms and may inadvertently serve as barriers to the kind of environmental stewardship advocated by Roth and Barton (2004).…”

Section: Renewing a Relational Community Emphasis And The Future Of mentioning

confidence: 99%

“…However, there has been a growing interest in place-based education as a method of teaching, redefining schooling, and conserving Earth's natural environments (Bowers, 2001(Bowers, , 2004Gruenewald, 2003aGruenewald, , 2003bSmith, 2002aSmith, , 2002bSobel, 2004). Place-based education emphasizes the places where students actually exist.…”

Section: An Expanded Notion Of Pluralism In Science Educationmentioning

confidence: 99%

“…Bowers (2004) describes education for place as consonant with "eco-justice," a revitalization of the commons that ...strengthens the ability of the world's diverse cultures to resist the environmentally destructive and culturally homogenizing forces that are now being globalized. This alternate approach to educational reform involves learning about (indeed, revitalizing) the traditions of the commons of these cultures that go back to the origins of humankind.…”

Section: An Expanded Notion Of Pluralism In Science Educationmentioning

confidence: 99%

“…However, because current education reforms are embedded in dominant Western values, classroom instruction may reify the existing decorated landscapes and undermine the purpose of science education if instruction is not directly centered on empowering the students to make decisions regarding their local Earth's environments. Thus, if not questioned, a significant danger of place-based pedagogies is that they may inadvertently reproduce the embedded Western values that denigrate the local place (Bowers, 1993(Bowers, , 2001(Bowers, , 2004). This issue is challenging to avoid because mandated reforms such as "high-stakes" tests do not provide the latitude needed to fully implement place-based pedagogies in science education.…”

Section: An Expanded Notion Of Pluralism In Science Educationmentioning

confidence: 99%

“…Thus, we see democracy most aligned with a continuously evolving perspective that values the equal representation and freedom of people as full constituents from within a pluralistic praxis (Ladson-Billings, 2004, 2006a, 2006bPotthoff et al, 2000;Roth & Barton, 2004;Thayer-Bacon, 2000). Earth's natural environments signify the many diverse bioregions or the ecosystems that are an integral part of our students' democratic lives (Bowers, 1993(Bowers, , 2001(Bowers, , 2004Brandt, 2004;Roth & Barton, 2004;Smith, 2002aSmith, , 2002bSmith, , 2004Wilson, 2002).…”

Section: Introductionmentioning

confidence: 99%

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Beyond the “decorated landscapes” of educational reform: Toward landscapes of pluralism in science education

Mueller

Bentley

2006

Science Education

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Perhaps, we are at the fork in the road when it is imperative that we consider whether the pursuit of pluralism in science education is a worthwhile endeavor in light of recent educational reforms that seem to decorate the true aim of education. The "decorated landscapes" of educational reform concentrate on economic growth and do little to promote the conservation of Earth's natural environments that sustain life itself. Here we renew a discussion of a 300-year pursuit in the United States toward educational landscapes that contribute to students' lives. We connect with scholars who have pursued the pluralistic landscapes of culture in an attempt to make education more authentic and democratic and with scholars who have pursued an education for the conservation of the Earth's natural environments. We argue that these two educational domains are and necessarily should be reflective, reliant, and reciprocal of each other if we wish to truly engage students in scientific literacy-the authentic, relevant, and meaningful science education experiencesCorrespondence to: Michael P. Mueller;

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Section: Renewing a Relational Community Emphasis And The Future Of mentioning

confidence: 99%

Section: An Expanded Notion Of Pluralism In Science Educationmentioning

confidence: 99%

Section: An Expanded Notion Of Pluralism In Science Educationmentioning

confidence: 99%

Section: An Expanded Notion Of Pluralism In Science Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Beyond the “decorated landscapes” of educational reform: Toward landscapes of pluralism in science education

Mueller

Bentley

2006

Science Education

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Teaching Adult Ecojustice Education

Dentith

Thompson

2017

New Dir Adult Contin Educ

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An ecojustice seminar, held in May 2016 at Appalachian State University in Boone, North Carolina, is described in this chapter. The ecojustice theoretical framework, the seminar class design, and our findings relative to student learning as gleaned from follow‐up focus groups, reflection papers, and online discussion are reported. Seminars such as these highlight the crisis and foster knowledge about the positive human‐environmental relationships necessary for changes in perceptions and behaviors.

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Business education and its paradoxes: Linking business and biodiversity through critical pedagogy curriculum

Kopnina,

Hughes,

Zhang

et al. 2024

British Educational Res J

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The Kunming‐Montreal Global Biodiversity Framework, launched during the United Nations Biodiversity Conference in December 2022, encourages governments, companies and investors to publish data on their nature‐related risks, dependencies and impacts. These disclosures are intended to drive businesses to recognise, manage and mitigate their reliance on ecosystem goods and services. However, there is a ‘biodiversity blind spot’ that is evident for most organisations and business schools. Business education rarely addresses the root causes of biodiversity loss, such as the unsustainable exploitation of natural resources. As the dominant positioning of Education for Sustainable Development Goals (ESDG) presents biodiversity in anthropocentric instrumental terms inadequate for addressing ecosystem decline, we posit that a more progressive and transformative ecocentric education through ecopedagogy and ecoliteracy is needed. Both approaches include the development of critical thinking about degrowth, the circular economy and conventional stakeholder theory to include non‐human stakeholders. Using comparative case studies from Northumbria University, the University of Hong Kong and Amsterdam University of Applied Sciences, we illustrate how business education can be transformed to address biodiversity loss, providing theoretical guidance and practical recommendations to academic practitioners and future business leaders.

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Revitalizing the Commons or an Individualized Approach to Planetary Citizenship: The Choice Before Us

Cited by 31 publications

References 3 publications

Beyond the “decorated landscapes” of educational reform: Toward landscapes of pluralism in science education

Beyond the “decorated landscapes” of educational reform: Toward landscapes of pluralism in science education

Teaching Adult Ecojustice Education

Business education and its paradoxes: Linking business and biodiversity through critical pedagogy curriculum

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