Volume 2- Concepts and Theoretical Frameworks
Chapter 5: Ecological curriculum concepts
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ECOLOGICAL CURRICULUM CONCEPTS
This area of study is highly complex. This chapter will be organized in the following 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 autobiography (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. ← 127 | 128 →
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