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Pedagogy for Restoration

Addressing Social and Ecological Degradation through Education


David Krzesni

Pedagogy for Restoration seeks to understand the conditions leading to the destruction of Earth in order to discover pedagogy for restoration. As we degrade the planet we degrade ourselves and as we degrade ourselves we degrade the planet. Moral development and socialization significantly influence our participation in, construction of, or resistance to the systems of oppression that degrade us. The process of restorative education recognizes that humans are fundamentally good and moral and seeks to promote healthy moral development. We must help students meet their basic needs, center their own identities and experience, and simultaneously emphasize community and relationships to help them find a sense of purpose. These efforts facilitate social and ecological restoration by allowing students to reach a physical and emotional place that is conducive to learning and self-efficacy so that they may engage with whatever issues they find important in their own way and on their own terms.
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Chapter 7. Pedagogy of Identity


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Native students confined to learn only in Eurocentric systems have poor success rates. The experience can be described as “looking into a mirror and having the mirror look away.” (von Thater-Braan & Nelson, 2012)

Once we’ve fed our students, we need to know them (to the extent that it is possible to know someone else and their experience) and help them to know themselves and each other. Because to know oneself is to know how one fits into the world, and to become critically conscious of the world. After this, attainment far beyond academic and economic success is inevitable and the practice of teaching is inconsequential because students will be mentally and physically prepared to learn and become open to education in all facets of life.

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