In Ecocritical Perspectives in Teacher Education, the editors share a collection of chapters from diverse critical scholars in teacher education. Teachers, and their students, are faced with demands that require teacher educators to work toward better preparing them to teach in a changed world-a world where diversity, human rights, sustainability, and democracy must be paramount. This text calls together teacher educators who address the complex ways that social and environmental injustices-like racism, sexism, classism, ableism, and speciesism-weave together to produce dangerous conditions for all life. The volume shares with readers a glimpse into alternatives possible for teaching that are situational, local, and in support of social justice and sustainability. Contributors are: Marissa E. Bellino, Melissa Bradford, Greer Burroughs, Nataly Chesky, Brandon Edwards-Schuth, Alison Happel-Parkins, Kevin Holohan, Agnes C. Krynski, John Lupinacci, Emilia Maertens, Rebecca Martusewicz, Emma McMain, Michio Okamura, Clayton Pierce, Meneka Repka, Graham B. Slater, Silvia Patricia Solis, JT Torres, Rita Turner, Robert G. Unzueta and Mark Wolfmeyer.

The third edition of this groundbreaking text offers a powerful model for cultural ecological analysis and a pedagogy of responsibility. Authors Martusewicz, Edmundson, and Lupinacci provide teachers, teacher educators, and educational scholars with the theory and classroom practices they need to help develop citizens who are prepared to support and achieve diverse, democratic, and sustainable societies in an increasingly globalized world. Readers are asked to consider curricular strategies to bring these issues to life in their own classrooms across disciplines. Designed for introductory educational foundations and multicultural education courses, EcoJustice Education is written in a narrative, conversational style grounded in place and experience, but also pushes students to examine the larger ideological, social, historical, and political contexts of the crises humans and the planet we inhabit are facing. Fully updated with cutting-edge research, statistics, and current events throughout, the third edition addresses important topics such as Indigenous learning, Black Lives Matter, the Flint Water Crisis, Standing Rock, the rise of fascism, and climate change, and develops EcoJustice approaches to confronting these issues. An accompanying online resource includes a conceptual toolbox, links to related resources, and more.

This edited volume extends ecological approaches to curriculum theory by recognizing and building on the contributions of the late Chet A. Bowers to curriculum and ecological studies globally. Chapters provide in-depth explanation of Bowers' central contributions to the field, including his identification of the linguistic roots of ecological degradation; the need for school curricula to support sustainability; and the principles of cultural commons, eco-justice, and ecological intelligence. Building on these ideas and emphasizing the links between curriculum studies, social justice, and environmental education, the text illustrates how Bowers' ideas must now inform future approaches to schooling, teacher education, research, and Indigenous communities to guard against the global ecological crises we now face. This text will benefit researchers, academics, and educators with an interest in curriculum studies, sustainability education, and environmental studies in particular. Those interested in the sociology of education, educational change, and school reform will also benefit from the book.

This edited volume extends ecological approaches to curriculum theory by recognizing and building on the contributions of the late Chet A. Bowers to curriculum and ecological studies globally. Chapters provide in-depth explanation of Bowers' central contributions to the field, including his identification of the linguistic roots of ecological degradation; the need for school curricula to support sustainability; and the principles of cultural commons, eco-justice, and ecological intelligence. Building on these ideas and emphasizing the links between curriculum studies, social justice, and environmental education, the text illustrates how Bowers' ideas must now inform future approaches to schooling, teacher education, research, and Indigenous communities to guard against the global ecological crises we now face. This text will benefit researchers, academics, and educators with an interest in curriculum studies, sustainability education, and environmental studies in particular. Those interested in the sociology of education, educational change, and school reform will also benefit from the book.

Education for Total Liberation is a collection of essays from leaders in the field of critical animal pedagogy (CAP). CAP emerges from activist educators teaching critical animal studies and is rooted in critical theory as well as the animal advocacy movement. Critical animal studies (CAS) argues for an interdisciplinary approach to understanding our relationships with nonhuman animals. CAS challenges two specific fields of theory: (1) animal studies, rooted in vivisection and testing on animals in the hard sciences and (2) human-animal studies, which reinforces a socially constructed binary between humans and animals and adopts abstract theoretical approaches. In contrast, CAS takes a progressive and committed approach to scholarship and sees the exploitation of nonhuman animals as interrelated with oppression of humans based on class, gender, race, ability, sexuality, age, and citizenship. CAS promotes the liberation of all animals and challenges all systems of domination. Education for Total Liberation is appropriate for undergraduate and graduate level readers (and beyond) who wish to learn from examples of radical pedagogical projects shaped by CAS and critical pedagogy. Contributing to this collection are Anne C. Bell, Anita de Melo, Carolyn Drew, Amber E. George, Karin Gunnarsson Dinker, Sinem Ketenci, John Lupinacci, Anthony J. Nocella II, Sean Parson, Helena Pedersen, Ian Purdy, Constance L. Russell, J.L. Schatz, Meneka Repka, William E. Shanahan III, and Richard J, White.

The Intersectionality of Critical Animal, Disability, and Environmental Studies: Toward Eco-ability, Justice, and Liberation is an interdisciplinary collection of theoretical writings on the intersectional liberation of nonhuman animals, the environment, and those with disabilities. As animal consumption raises health concerns and global warming causes massive environmental destruction, this book interweaves these issues and more. This important cutting-edge book lends to the rapidly growing movement of eco-ability, a scholarly field and activist movement influenced by environmental studies, disability studies, and critical animal studies, similar to other intersectional fields and movements such as eco-feminism, environmental justice, food justice, and decolonization. Contributors to this book are in the fields of education, philosophy, sociology, criminology, rhetoric, theology, anthropology, and English. If you are interested in social justice, inclusion, environmental protection, disability rights, and animal advocacy this is a must read book.

This cutting-edge collection of essays presents to the reader leading voices within food justice, environmental justice, and school to prison pipeline movements. While many schools, community organizers, professors, politicians, unions, teachers, parents, youth, social workers, and youth advocates are focusing on curriculum, discipline policies, policing practices, incarceration demographics, and diversity of staff, the authors of this book argue that even if all those issues are addressed, healthy food and living environment are fundamental to the emancipation of youth. This book is for anyone who wants to truly understand the school to prison pipeline as well as those interested in peace, social justice, environmentalism, racial justice, youth advocacy, transformative justice, food, veganism, and economic justice.

Superheroes and Critical Animal Studies explores and puts into dialogue two growing field of studies, comic studies and critical animal studies. The book's aim is to create a form of praxis that people can use to actualize many of the values superheroes strive to protect. To this end, contributor chapters are divided into sections on the foundation of superhero representation and how to teach it, criticisms of particular superheroes and how they fall short of truly protecting the planet, and interpretations of specific characters that can be read to produce a positive orientation to the nonhuman world and craft strategies to promote liberation in the real world. Altogether, the book produces a form of scholarship on the media that is both intersectional in scope and tailored to have an impact on the reader beyond theorizing superheroes for theorization's sake.

The third edition of this groundbreaking text offers a powerful model for cultural ecological analysis and a pedagogy of responsibility. Authors Martusewicz, Edmundson, and Lupinacci provide teachers, teacher educators, and educational scholars with the theory and classroom practices they need to help develop citizens who are prepared to support and achieve diverse, democratic, and sustainable societies in an increasingly globalized world. Readers are asked to consider curricular strategies to bring these issues to life in their own classrooms across disciplines. Designed for introductory educational foundations and multicultural education courses, EcoJustice Education is written in a narrative, conversational style grounded in place and experience, but also pushes students to examine the larger ideological, social, historical, and political contexts of the crises humans and the planet we inhabit are facing. Fully updated with cutting-edge research, statistics, and current events throughout, the third edition addresses important topics such as Indigenous learning, Black Lives Matter, the Flint Water Crisis, Standing Rock, the rise of fascism, and climate change, and develops EcoJustice approaches to confronting these issues. An accompanying online resource includes a conceptual toolbox, links to related resources, and more.

Education for Total Liberation is a collection of essays from leaders in the field of critical animal pedagogy (CAP). CAP emerges from activist educators teaching critical animal studies and is rooted in critical theory as well as the animal advocacy movement. Critical animal studies (CAS) argues for an interdisciplinary approach to understanding our relationships with nonhuman animals. CAS challenges two specific fields of theory: (1) animal studies, rooted in vivisection and testing on animals in the hard sciences and (2) human-animal studies, which reinforces a socially constructed binary between humans and animals and adopts abstract theoretical approaches. In contrast, CAS takes a progressive and committed approach to scholarship and sees the exploitation of nonhuman animals as interrelated with oppression of humans based on class, gender, race, ability, sexuality, age, and citizenship. CAS promotes the liberation of all animals and challenges all systems of domination. Education for Total Liberation is appropriate for undergraduate and graduate level readers (and beyond) who wish to learn from examples of radical pedagogical projects shaped by CAS and critical pedagogy. Contributing to this collection are Anne C. Bell, Anita de Melo, Carolyn Drew, Amber E. George, Karin Gunnarsson Dinker, Sinem Ketenci, John Lupinacci, Anthony J. Nocella II, Sean Parson, Helena Pedersen, Ian Purdy, Constance L. Russell, J.L. Schatz, Meneka Repka, William E. Shanahan III, and Richard J, White.

Animals, Disability, and the End of Capitalism is a collection of essays from the leaders in the field of eco-ability. The book is rooted in critical pedagogy, inclusive education, and environmental education. The efforts of diverse disability activists work to weave together the complex diversity and vastly overlooked interconnections among nature, ability, and animals. Eco-ability challenges social constructions, binaries, domination, and normalcy. Contributors challenge the concepts of disability, animal, and nature in relation to human and man. Eco-ability stresses the interdependent relationship among everything and how the effect of one action such as the extinction of a species in Africa can affect the ecosystem in Northern California. Animals, Disability, and the End of Capitalism is timely and offers important critical insight from within the growing movement and the current academic climate for such scholarship. The book also provides insights and examples of radical experiences, pedagogical projects, and perspectives shaped by critical animal studies, critical environmental studies, and critical disability studies. Contributors include Sarah R. Adams, Marissa Anderson, Judy K. C. Bentley, Mary Fantaske, Amber E. George, Ava HaberkornHalm, John Lupinacci, Hannah Monroe, Anthony J. Nocella II, Nicole R. Pallotta, Meneka Repka, and Daniel Salomon.

Animals, Disability, and the End of Capitalism is a collection of essays from the leaders in the field of eco-ability. The book is rooted in critical pedagogy, inclusive education, and environmental education. The efforts of diverse disability activists work to weave together the complex diversity and vastly overlooked interconnections among nature, ability, and animals. Eco-ability challenges social constructions, binaries, domination, and normalcy. Contributors challenge the concepts of disability, animal, and nature in relation to human and man. Eco-ability stresses the interdependent relationship among everything and how the effect of one action such as the extinction of a species in Africa can affect the ecosystem in Northern California. Animals, Disability, and the End of Capitalism is timely and offers important critical insight from within the growing movement and the current academic climate for such scholarship. The book also provides insights and examples of radical experiences, pedagogical projects, and perspectives shaped by critical animal studies, critical environmental studies, and critical disability studies. Contributors include Sarah R. Adams, Marissa Anderson, Judy K. C. Bentley, Mary Fantaske, Amber E. George, Ava HaberkornHalm, John Lupinacci, Hannah Monroe, Anthony J. Nocella II, Nicole R. Pallotta, Meneka Repka, and Daniel Salomon.

This cutting-edge collection of essays presents to the reader leading voices within food justice, environmental justice, and school to prison pipeline movements. While many schools, community organizers, professors, politicians, unions, teachers, parents, youth, social workers, and youth advocates are focusing on curriculum, discipline policies, policing practices, incarceration demographics, and diversity of staff, the authors of this book argue that even if all those issues are addressed, healthy food and living environment are fundamental to the emancipation of youth. This book is for anyone who wants to truly understand the school to prison pipeline as well as those interested in peace, social justice, environmentalism, racial justice, youth advocacy, transformative justice, food, veganism, and economic justice.

In Ecocritical Perspectives in Teacher Education, the editors share a collection of chapters from diverse critical scholars in teacher education. Teachers, and their students, are faced with demands that require teacher educators to work toward better preparing them to teach in a changed world-a world where diversity, human rights, sustainability, and democracy must be paramount. This text calls together teacher educators who address the complex ways that social and environmental injustices-like racism, sexism, classism, ableism, and speciesism-weave together to produce dangerous conditions for all life. The volume shares with readers a glimpse into alternatives possible for teaching that are situational, local, and in support of social justice and sustainability. Contributors are: Marissa E. Bellino, Melissa Bradford, Greer Burroughs, Nataly Chesky, Brandon Edwards-Schuth, Alison Happel-Parkins, Kevin Holohan, Agnes C. Krynski, John Lupinacci, Emilia Maertens, Rebecca Martusewicz, Emma McMain, Michio Okamura, Clayton Pierce, Meneka Repka, Graham B. Slater, Silvia Patricia Solis, JT Torres, Rita Turner, Robert G. Unzueta and Mark Wolfmeyer.