Hanne Svarstad (OsloMet – Oslo Metropolitan University) and Christine Noe (University of Dar es Salaam)
Instructions for submitting contributions
What children learn at school may have a large impact on perspectives and practices related to uses and conservation of land and natural resources as well as to selection and acceptance of climate mitigation alternatives. Companies, conservation organizations and government bodies also elaborate educational programs to teach about their perspectives and practices to children as well as to adults. Contents of education may establish and maintain leading or even hegemonic discourses, and they may be analyzed in line with theories from Gramsci, Foucault, Freire and others. Despite the important role of education in forming views and practices on environment and development, the literature so far on political ecologies of education is rather modest. At the same time, there are critical traditions within pedagogy that may be useful to combine with political ecology. This session aims at bringing together contributions to the sub-field of political ecologies of education. In particular, we invite papers about – but not limited to – the following aspects:
- Theoretical discussions about elaborations of political ecologies of education;
- Political ecologies of climate education;
- Studies of cases of education with examination of contents and teaching in comparison with challenges or conflicts in a local or broader context;
- Decolonial perspectives on environmental education.