• Summary
  • Contents
  • 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.

Part XII: Science, Ecology and Wellbeing

  • By: G. S. Aikenhead, L. Carter, P. Freire, P. Freire, H. Giroux, J. L. Kincheloe, J. L. Kincheloe, S. R. Steinberg, N. K. Denzin, Y. S. Lincoln, L. T. Smith, V. K. Krishna, M. Maurial, L. M. Semali, J. L. Kincheloe, J. M. Paraskeva, W. M. Roth, G. J. Sefa Dei, L. M. Semali, J. L. Kincheloe, L. M. Semali, J. L. Kincheloe, V. Shiva, L. T. Smith, G. Snively, J. Corsiglia & K. Tobin
  • In:The SAGE Handbook of Critical Pedagogies
  • Subject:General Education
Science, Ecology and Wellbeing
Science, ecology and wellbeing

The planet, human societies and the natural environment face some daunting challenges in our current neoliberal age. How we respond to such challenges at global, local and personal levels is mediated through our epistemological positions and the knowledges we have to draw upon in order to construct critical understandings of interrelationships between people, communities, environments (natural and built) and nations. Within and between these contexts, particular, dominant ways of knowing and being are privileged and enacted. White, Western knowledge systems, such as science, have provided a guiding framework for societal evaluation of worth. Science has provided a (purportedly) universal, objective way of describing and understanding the natural world and those who dwell within it. This has ...

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