Skip to main content
SpringerLink
Log in

“Digging where we Stand”

Unearthing Race, Place and Sustainability in Ontario

  • Chapter
Planetary Praxis & Pedagogy

  • 291 Accesses

Abstract

This chapter is situated in the current debate surrounding the role of education in sustainability. If we are to use education as a meaningful and effective tool to stop and reverse the trend of environmental degradation, all of our research and pedagogical efforts need to begin with an understanding of sustainability that encompasses restructuring social, physical and economic relationships in more equitable ways (Bell, 2002; Sandilands, 2001). My research examines the curricular and pedagogical aspects of sustainability education for teacher candidates.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society, 28(3), 801–831.

    Article  Google Scholar 

  • Bell, D. (2002). Sustainability, peace and security. Peace Magazine, 19(1), 6–7.

    Google Scholar 

  • Bowers, C. A. (1996). The cultural dimensions of ecological literacy. Journal of Environmental Education, 27(2), 5–10.

    Article  Google Scholar 

  • Bowers, C. A. (2001). Educating for eco-justice and community. Albany, NY: State University of New York Press.

    Google Scholar 

  • Choi, B., & Pak, A. (2006). Multidisciplinarity, interdisciplinarity and transdisciplinarity in health research, services, education, and policy. Clinical & Investigative Medicine, 29(6), 351–364.

    Google Scholar 

  • Cole, A. L., & Knowles, J. G. (2001). Qualities of inquiry: Process, form, and function. In L. Neilsen, A. L. Cole, & J. G. Knowles (Eds.), The art of writing inquiry (pp. 211–219). Halifax, NS: Backalong Books.

    Google Scholar 

  • Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297–325.

    Article  Google Scholar 

  • Ellsworth, E. (2005). Places of learning: Media, architecture, pedagogy. New York, NY: Routledge.

    Google Scholar 

  • Farr, A. (2004). Whiteness visible: Enlightenment racism and the structure of racialized consciousness. In G. Yancy (Ed.), What white looks like: African-American philosophers on the whiteness question (pp. 143–158). New York, NY: Routledge.

    Google Scholar 

  • Freire, P. (1970/2010). Pedagogy of the oppressed. New York, NY: Continuum International Publishing Group.

    Google Scholar 

  • Furman, G., & Gruenewald, D. (2004). Expanding the landscape of social justice: A critical ecological analysis. Educational Administration Quarterly, 40(1), 47–76.

    Article  Google Scholar 

  • Giroux, H. A. & Searls Giroux, S. (2004). Take back higher education: Race, youth and the crisis of democracy in the post-civil rights era. New York, NY: Palgrave Macmillan.

    Book  Google Scholar 

  • Glesne, C. (1997). That rare feeling: Re-presenting research through poetic transcription. Qualitative Inquiry, 3(2), 202–221.

    Article  Google Scholar 

  • Gough, N. (1999). Rethinking the subject: (De)constructing human agency in environmental education research. Environmental Education Research, 5(1), 35–48.

    Article  Google Scholar 

  • Gough, S., Walker, K., & Scott, W. (2001). Lifelong learning: Towards a practice for formal and nonformal environmental education and training. Canadian Journal of Environmental Education, 6, 78–196.

    Google Scholar 

  • Greenwood, D. A. (formerly Gruenewald). (2010). Nature, empire and paradox in environmental education. Canadian Journal of Environmental Education, 15, 9–24.

    Google Scholar 

  • Gregory, D. (1994). Geographical imaginations. Oxford, UK: Blackwell.

    Google Scholar 

  • Gruenewald, D. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3–12.

    Article  Google Scholar 

  • Gruenewald, D., Koppelman, N., & Elam, A. (2007). Our place in history: Inspiring place-based social history in schools and communities. Journal of Museum Education, 32(3), 231–240.

    Google Scholar 

  • Grumet, M. (1998). Lost places, potential spaces, and possible worlds: Why we read books with other people. Journal of Curriculum Theorizing, 14(2), 24–28.

    Google Scholar 

  • Haraway, D. (1991). Simians, cyborgs and women: The reinvention of nature. New York, NY: Routledge. Harriet Tubman Institute. (2010). Breaking the chains: Presenting a new narrative for Canada’s role in the underground railroad. Retrieved from http://tubman.info.yorku.ca/educational-resources/breaking-the-chains/about-the-project/

  • Hart, P., Jickling, B., & Kool, R. (1999). Starting points: Questions of quality in environmental education. Canadian Journal of Environmental Education, 4, 104–124.

    Google Scholar 

  • Hayles, N. A. (1999). How we became posthuman: Virtual bodies in cybernetics, literature and informatics. Chicago, IL: University of Chicago Press.

    Book  Google Scholar 

  • Hill, K. (2009). A historical analysis of desegregation and racism in a racially polarized region: Implications for the historical construct, a diversity problem, and transforming teacher education toward culturally relevant pedagogy. Urban Education, 44(1), 106–139. Retrieved from ERIC database.

    Google Scholar 

  • Massey, D. (1994). Space, place and gender. Minneapolis, MN: University of Minnesota Press.

    Google Scholar 

  • McKeown, R. (2002). Education for sustainable development toolkit. Knoxville, TN: Center for Geography and Environmental Education, University of Tennessee. Retrieved from www.esdtoolkit.org

    Google Scholar 

  • McKittrick, K. (2002). Their blood is there, and they can’t throw it out: Honoring black Canadian geographies. Topia: Canadian Journal of Cultural Studies, 7, 27–37.

    Google Scholar 

  • Miller, J. I. (2004). Sounds of silence breaking: Women, autobiography, curriculum. New York, NY: Peter Lang.

    Google Scholar 

  • Mitchell, R. C. (2010). Who’s afraid now? Reconstructing Canadian citizenship education through transdisciplinarity. Review of Education, Pedagogy, and Cultural Studies, 32(1), 37–65.

    Article  Google Scholar 

  • Nolet, V. (2009). Preparing sustainability-literate teachers. Teachers College Record, 111(2), 409–442. Retrieved from ERIC database.

    Google Scholar 

  • Norquay, N. (2002 , April). Dig where you stand: Challenging the myth of the ‘white pioneer’. Northern Terminus: The African Canadian History Journal, 1–6.

    Google Scholar 

  • Orr, D. (1992). Ecological literacy: Education and the transition to a postmodern world. New York, NY: State University of New York Press.

    Google Scholar 

  • Orr, D. (2004). Earth in mind: On education, environment, and the human prospect. Washington, DC: Earth Island Press.

    Google Scholar 

  • Payne, P. (2001). Identity and environmental education. Environmental Education Research, 7(1), 67–88.

    Article  Google Scholar 

  • Pinar, W. (2004). What is curriculum theory? Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Pinar, W., Reynolds, W., Slattery, P., & Taubman, P. (1995). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. New York, NY: Peter Lang.

    Google Scholar 

  • Robinson, J. (2008). Being undisciplined: Transgressions and intersections in academia and beyond. Futures, 40, 70–86.

    Article  Google Scholar 

  • Russell, C., Sarick, T., & Kennelly, J. (2002). Queering environmental education. Canadian Journal of Environmental Education, 7(1), 54–66.

    Google Scholar 

  • Sandilands, C. (2001). From unnatural passions to queer nature. Alternatives, 27(3), 30–35.

    Google Scholar 

  • Sipos, Y., Battisti, B., & Grimm, K. (2008). Achieving transformative sustainability learning: Engaging head, hands, and heart. International Journal of Sustainability in Higher Education, 9(1), 68–86. Retrieved from ERIC database.

    Google Scholar 

  • Starr, P. (Producer), Holness, J., & Sutherland, D. (Directors). (2006). Speakers for the dead [Motion picture]. Canada: National Film Board of Canada.

    Google Scholar 

  • Sullivan, S., & Tuana, N. (2007). Introduction. In S. Sullivan & N. Tuana (Eds.), Race and epistemologies of ignorance. Albany, NY: State University of New York Press.

    Google Scholar 

  • Sustainability Report. (2004). Retrieved October 10, 2004, from http://www.sustreport.org/home/html

  • Willinsky, J. (1998). Learning to divide the world: Education at empire’s end. Minneapolis, MN: University of Minnesota.

    Google Scholar 

  • Yancy, G. (2004). Fragments of a social ontology of whiteness. In G. Yancy (Ed.), What white looks like: African-American philosophers on the whiteness question (pp. 1–24). New York, NY: Routledge.

    Google Scholar 

Download references

Authors
  1. S. A. Moore
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Pariss Garramone
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Brock University, Canada

    Richard C. Mitchell

  2. Brock University, Canada

    Shannon A. Moore

Rights and permissions

Reprints and permissions

Copyright information

© 2015 Sense Publishers

About this chapter

Cite this chapter

Moore, S.A., Garramone, P. (2015). “Digging where we Stand”. In: Mitchell, R.C., Moore, S.A. (eds) Planetary Praxis & Pedagogy. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-214-1_6

Download citation

Publish with us

Policies and ethics

Search

Navigation