The past decades of environmental education (EE) scholarship have been marked by strong critiques of how neoliberal policies and reform efforts have contributed to an erosion of valuing the gravity of our human dependencies on the health of diverse species and ecosystems on the planet. In this chapter, the author argues that environmental educators maintain the importance of valuing and acting in defense of diversity as a core foundation of democratic life and acknowledges that EE researchers and environmental educators are committed to the possibilities of addressing the cultural roots of social justice and sustainability in a myriad of scholar-activist ways. Considering the stark conditions for life on the planet due to climate change, poverty, famine, and increased violent conflict, this chapter argues that scholar-activist environmental educators are more than ever presented with the challenge of rethinking EE and doing so with close attention to what can be done differently. In this book chapter, Lupinacci introduces an ecocritical framework for EE with a focus on working with PreK-12 and higher education teachers. Recognizing the need for ecocritical pedagogies that challenge status quo relationships between EE, teacher preparation, and higher education, the chapter critically addresses and rethinks current dominant conceptual frameworks constituting classrooms, schools, and communities. Furthermore, the author shares how anthropocentrism in connection with assumptions of human supremacy become a distinguishable focal point for ecocritical pedagogies. Concluding, Lupinacci shares some actions toward a shift from egotism to ecotism in enacting ecotistical pedagogies with(in) EE and teacher education.
An Ecocritical Conceptual Framework Toward Ecotistical Pedagogies