- Title
- Socio-ecological Justice Informed Curriculum: Inquiry Transformative Potentials of Critical Water Pedagogy
- Creator
- James, Anna
- Subject
- To be catalogued
- Date
- 2022
- Type
- text
- Type
- book chapter
- Identifier
- http://hdl.handle.net/10962/436159
- Identifier
- vital:73231
- Identifier
- ISBN 978-3-030-84510-0
- Identifier
- https://doi.org/10.1007/978-3-030-84510-0_5
- Description
- This paper brings water education, critical pedagogy, and environmental learning into dialogue for the purposes of ar-ticulating some tensions and openings toward a critical envi-ronmental pedagogy that is asked of us in contexts of the Global South. Against this backdrop, I present a pedagogical framework for a socio-ecological school’s audit which seeks to bring to life the possibility of merging environmental and social movement knowledge. Drawing on the threads of transformative potential from literature on water education projects situated in South Africa, I offer a framework for en-gaging with water as socio-ecological phenomena that re-spond to multiple experiences and the urgency of knowing and shifting our structural relationship to water.
- Format
- 13 pages, pdf
- Publisher
- Springer
- Language
- English
- Relation
- James, A., 2022. Socio-ecological Justice Informed Curriculum Inquiry: Transformative Potentials of Critical Water Pedagogy. In Relational and Critical Perspectives on Education for Sustainable Development: Belonging and Sensing in a Vanishing World (pp. 67-80). Cham: Springer International Publishing
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the SpringerLink Terms of Use Statement ( https://link.springer.com/termsandconditions)
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | Socio-ecological Justice Informed Curriculum Inquiry.pdf | 582 KB | Adobe Acrobat PDF | View Details |