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Education for Total Liberation

Critical Animal Pedagogy and Teaching Against Speciesism

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Edited By Anthony J. Nocella II, Carolyn Drew, Amber E. George, Sinem Ketenci, John Lupinacci, Ian Purdy and Joe Leeson-Schatz

Education for Total Liberation is a collection of essays from leaders in the field of critical animal pedagogy (CAP). CAP emerges from activist educators teaching critical animal studies and is rooted in critical theory as well as the animal advocacy movement. Critical animal studies (CAS) argues for an interdisciplinary approach to understanding our relationships with nonhuman animals. CAS challenges two specific fields of theory: (1) animal studies, rooted in vivisection and testing on animals in the hard sciences and (2) human-animal studies, which reinforces a socially constructed binary between humans and animals and adopts abstract theoretical approaches. In contrast, CAS takes a progressive and committed approach to scholarship and sees the exploitation of nonhuman animals as interrelated with oppression of humans based on class, gender, race, ability, sexuality, age, and citizenship. CAS promotes the liberation of all animals and challenges all systems of domination. Education for Total Liberation is appropriate for undergraduate and graduate level readers (and beyond) who wish to learn from examples of radical pedagogical projects shaped by CAS and critical pedagogy.

Contributing to this collection are Anne C. Bell, Anita de Melo, Carolyn Drew, Amber E. George, Karin Gunnarsson Dinker, Sinem Ketenci, John Lupinacci, Anthony J. Nocella II, Sean Parson, Helena Pedersen, Ian Purdy, Constance L. Russell, J.L. Schatz, Meneka Repka, William E. Shanahan III, and Richard J, White.

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8. Teaching the Animal in Foreign Languages: An Ecopedagogical Approach (Anita de Melo)

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8.   Teaching the Animal in Foreign Languages: An Ecopedagogical Approach

ANITA DE MELO

In the 21st century, there has been much discussion on how education should focus on a learning process that promotes immediate change to our societies, a learning process that helps students become critically aware of world issues and participate actively in resolving them; this approach is often referred to as Global Education (Maastricht Declaration on Global Education in Europe, 2003). Global Education advocates for an education that addresses global justice, human rights, sustainability, peace, and intercultural communication, and it must be based on tolerance, solidarity, equality, justice, inclusion, cooperation, and nonviolence (Global Education Network, 2009).

The Teaching of Foreign Languages (TFL) today also transcends target language proficiency and focuses on a teaching approach similar to that advocated by Global Education. There has been continuing debate and projects that support Global Education in TFL, based on an interdisciplinary methodology to language learning that brings students into contact with communities speaking the target language. Such encounters encounters would facilitate cultural and linguistic comparisons, would promote positive language proficiency, and would also prepare students to become global citizens, engaged in resolving global issues (Della Chiesa, Scott, & Hilton, 2012; Jacobs, 2010; Yakovchuk, 2004). In this chapter, I argue that Global Education in TFL can and must expand its range of social concerns to include nonhuman animals’ issues.

From the second half of the 20th century the...

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