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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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1. The use of this term is intended to contextualize the notions of science within the academy and the dominant American culture and makes implicit the fact that there are alternate systems of knowledge. To further contextualize WMS, Pomeroy (1994) suggested a different interpretation of the acronym: White Male Science. This term is used to emphasize the role of patriarchy and white supremacy within the institution of Western Modern Science.

2. I don’t assume any Black person to be, or to identify as, African American (cf. Dead Prez, “I’m a African,” on Let’s Get Free, 2000). There may be an implication of citizenship and nationalism. The term “People of Color” seems much less assuming, but I will always defer to the terms of identity, status, and experience expressed by the authors whom I cite.

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