Volume 2- Concepts and Theoretical Frameworks
Chapter 5: Ecological curriculum concepts
· 5 · ecological curriculum concepts Introduction This area of study is highly complex. This chapter will be organized in the fol- lowing manner. First, I explore the naturalists and their decline. I move into a section on what is called human-animal studies. I examine what is called environmental education and the ways in which environmental education differs from ecojustice education and environmental justice education. Then I will move into the area of ecology. Here, I will examine the notion of home (being in place) and its opposite, homelessness (being displaced). One of the earliest books on place in curriculum studies was co-edited by Joe Kincheloe and William F. Pinar (1991), titled Curriculum as Social Psychoanalysis: The Significance of Place. Influenced by Kincheloe and Pinar, another generation of curriculum scholars looks at place (especially the South) in the context of au- tobiography (Whitlock, 2007; Casemore, 2008). Noel Gough (2008)—who writes much in the area of ecology—calls himself a “traveling textworker” (p. 73). Travel metaphors have everything to do with place. I will discuss place in the context of alterity and difference. The final section of this chapter deals with issues of psyche and ecology, or what is termed “ecopsychology.” I talk about the ways in which spirituality and ecology blend together. 128 curriculum studies guidebooks, volume 2 The Naturalists The poetic and scientific discussions around the natural world were not always separated. Before the advent of the field of ecology naturalists combined art and science to better understand the natural...
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