HUM 150 : Ecoliteracy, Education and Society
This course investigates how educational theory and practice should respond to 21st Century ecological challenges such as climate change, health and food crises, degradation of culture, language and knowledge, as well as the destruction of sustainable indigenous practices and other convivial social relationships under globalization. Through a vigorous survey of contemporary postindustrial society, the course tries to offer practical and theoretical venues for sustainable educational experiences. Students are introduced to multiple educational perspectives to literacy and learning, which address the crucial inter-relationship of all life and all living things, in an effort to foster sustainable and democratic sensibilities of learning, knowledge and society. Competency met: Critical Analysis (1.0); Global Awareness (5.2); Multicultural Perspective (5.3); Social Phenomenon (5.4); Humanities (6.0); Ethical Dimensions (7.0)Three lecture hours per week. Fall, Spring, Summer
- Conceptualize and initiate dialogues for democratic educational experiences and practices within social and environmental equity frameworks.
- Utilize and integrate a critical pedagogy lens into surveying and analyzing the socio-political origins and historical development of ecoliteracy and ecojustice education.
- Demonstrate and describe the connections between culture and nature, while developing a perspective on sustainable and resilient relationships between cultural diversity and biodiversity.
- By questioning historical and contemporary discourses of everyday life and social change, evaluate and develop pedagogical approaches and learning practices that can be used in educational (and other social settings) for cultivating sustainability, peace and equity.
- Identify and follow local and global environmental issues as they pertain to nature and ecology in order to imagine and develop sustainable alternatives in learning and educational settings.