- Subject index
This extensive Handbook brings together different aspects of critical pedagogy with the aim of opening up a clear international conversation on the subject, as well as pushing the boundaries of current understanding by extending the notion of a pedagogy to multiple pedagogies and perspectives. Bringing together a group of contributing authors from around the globe, the chapters will provide a unique approach and insight to the discipline by crossing a range of disciplines and articulating both philosophical and social common themes. The chapters will be organised across three volumes and twelve core thematic sections: Section 1: Reading Paulo Freire; Section 2: Social Theories; Section 3: Key Figures in Critical Pedagogy; Section 4: Global Perspectives; Section 5: Indigenous Ways of Knowing; Section 6: Education and Praxis; Section 7: Teaching and Learning; Section 8: Communities and Activism; Section 9: Communication and Media; Section 10: Arts and Aesthetics; Section 11: Critical Youth Studies; and Section 12: Science, Ecology and Wellbeing. The SAGE Handbook of Critical Pedagogies is an essential benchmark publication for advanced students, researchers and practitioners across a wide range of disciplines including education, health, sociology, anthropology and development studies.
Chapter 124: Forwarding a Critical Urban Environmental Pedagogy
Forwarding a Critical Urban Environmental Pedagogy
With the largest portion of the US population located in cities, it is imperative to reimagine an environmental education (EE) with urban youth in mind. Natural and social environments are rooted in a historical-political system of inequality, and this is apparent when looking at the lives of young people in urban contexts. The neoliberalization of urban environments and the apolitical nature of EE in current formal institutions have continued to perpetuate a dearth of criticality in much EE curricula. This chapter presents a critical urban environmental pedagogy (CUEP) (Bellino and Adams, 2017), an enactment of Gruenewald's (2003a) critical pedagogy of place using participatory action research (PAR). Informed ...