One dimensional man

Transactions of the Institute of British Geographers

Taking the position that “critical pedagogy” and “place-based education” are mutually supportive educational traditions, this author argues for a conscious synthesis that blends the two discourses into a critical pedagogy of place. An analysis of critical pedagogy is presented that emphasizes the spatial aspects of social experience. This examination also asserts the general absence of ecological thinking demonstrated in critical social analysis concerned exclusively with human relationships. Next, a discussion of ecological place-based education is offered. Finally, a critical pedagogy of place is defined. This pedagogy seeks the twin objectives of decolonization and “reinhabitation” through synthesizing critical and place-based approaches. A critical pedagogy of place challenges all educators to reflect on the relationship between the kind of education they pursue and the kind of places we inhabit and leave behind for future generations.

/pdf/the-best-of-both-worlds-a-critical-pedagogy-of-place-2iim3skjie.pdf

The Best of Both Worlds: A Critical Pedagogy of Place:

Breaking with the exoticizing cast of public discourse and conventional research, Urban Outcasts takes the reader inside the black ghetto of Chicago and the deindustrializing banlieue of Paris to discover that urban marginality is not everywhere the same. Drawing on a wealth of original field, survey and historical data, Loïc Wacquant shows that the involution of America's urban core after the 1960s is due not to the emergence of an 'underclass', but to the joint withdrawal of market and state fostered by public policies of racial separation and urban abandonment. In European cities, by contrast, the spread of districts of 'exclusion' does not herald the formation of ghettos. It stems from the decomposition of working-class territories under the press of mass unemployment, the casualization of work and the ethnic mixing of populations hitherto segregated, spawning urban formations akin to 'anti-ghettos'.

Urban Outcasts: A comparative sociology of advanced marginality

THE BETTER ANGELS OF OUR NATURE: WHY VIOLENCE HAS DECLINED. Steven Pinker, Penguin, New York, NY 2011. ISBN 978-0-670-02295-3.There's been a shooting in a Sikh Temple this morning. A lone gunman entered a Colorado theater and opened fire. Syrians are now engaged in civil war. Faced with daily news stories of death and destruction, it is easy to believe that things are getting worse. Not so, explains Harvard psychologist, Steven Pinker in his new work, The Better Angels of Our Nature: Why Violence has Declined.Pinker combines in-depth historical research with rigorous psychological research to argue the case for a decline in global violence. As Pinker aptly points out, many people look at our age as one of unprecedented violence and terror to be viewed with pessimism. Drawing on historical analysis, psychological research and findings from related sciences such as anthropology, sociology, and economics Pinker argues that the data paint a very different picture. In the first chapter, Pinker takes the reader on a quick journey through the history of the world pointing out that the ancient and medieval worlds were very different than the world we live in today. Numerous prehistoric skeletons bear evidence of very violent deaths. Ancient people destroyed entire tribes. Romans carried out violent executions. Medieval Knights led lies of violence and other Europeans meted out horrendous punishments for acts which might not even be judged worthy of condemnation in today's democracies. Finally, the early 20th century saw two World Wars before the long peace ensued. In light of that history, Pinker argues that perhaps we should reconsider our assumptions about our own world.In the first section of the book, Pinker identifies six historical trends which could have led to declines in violence. The first trend he calls the Pacification Process by which people gave up nomadic hunting and gathering lives for lives of agriculture in cities. Competition and anarchy in the prehistoric world made violence necessary for survival. The development of agriculture called for greater cooperation between individuals and the formation of governments to impose order created a world where violence was not always in one's best interest. Statistical analysis supports the idea that the emergence of states lead to a decline in violence. The second trend, the Civilizing Process, is an idea he developed from the work of Norbert Elias. In the late medieval and early modern periods, etiquette and social norms began to be important in social interactions, economics and technology began to advance, and governments began to become more centralized. This trend was also accompanied by a decline in violence. The third trend is the Humanitarian Revolution during which people began to increasingly find practices, such as torture, capital punishment, war and slavery, morally questionable. Empathy, compassion, and peace became important characteristics. The fourth trend is the Long Peace, which stems from the realization that since World War II no two major world powers have gone to war and, in spite of predictions to the contrary, nuclear weapons have never been used. …

The Better Angels of Our Nature: Why Violence Has Declined

Education for the environment: Critical curriculum theorising and environmental education

A publication from IUCNs Commission on Education and Communication (CEC), this book tells the stories of people who work with communities to motivate them to create a more sustainable future. The accounts range from engaging communities through theatre to a revival of indigenous stories to pass on good environmental practice. The publication was produced both to share what educators around the world have learnt and to give them a platform to tell their stories.

/pdf/education-and-sustainability-responding-to-the-global-pa04oi74sb.pdf

Education and sustainability : responding to the global challenge

Many environmental problems are desperately in need of attention. Educating both adults and young people is seen as part of the solution to such problems. Given this situation, and the already considerable investment in environmental education in schools, the notion of encouraging students to initiate environmental discussions with adults at home and in the community seems attractive and worthy of investigation. To this end, this paper critically reviews education and social science literature concerning intergenerational influence. An approach is outlined to guide future efforts in research and programme development aimed at encouraging students’ to act as catalysts of environmental communication and learning beyond school boundaries.

Students as catalysts of environmental change: a framework for researching intergenerational influence through environmental education

Transitioning to low carbon communities: from behaviour change to systemic change: lessons from Australia

Educators have invested considerable effort in developing environmental education programs that address students' knowledge, attitudes, and action competence regarding environmental issues. The authors explore the effectiveness of such programs in terms of both student learning outcomes and the intergenerational influence that results when students discuss their learning experiences with their parents and other community members. Six environmental education programs involving 284 students in Queensland schools, from Grades 5-12, were investigated. Students and their parents were surveyed and interviewed regarding their perceptions about the program, the program's influence on their environmental learning, and the extent and nature of discussions that the program stimulated between students and their parents. The authors draw conclusions about key features that should be incorporated into environmental education programs to encourage and empower students to bring about environmental change in thei...

/pdf/program-effectiveness-in-facilitating-intergenerational-5eedfj8mv6.pdf

John Fien

Papers

Education for the environment: Critical curriculum theorising and environmental education

Education and sustainability : responding to the global challenge

Students as catalysts of environmental change: a framework for researching intergenerational influence through environmental education

Transitioning to low carbon communities: from behaviour change to systemic change: lessons from Australia

Program Effectiveness in Facilitating Intergenerational Influence in Environmental Education: Lessons From the Field