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Rethinking Terrestrial Pedagogy: Nature, Cultures, and Ethics


by Huey-li Li — 2006

In this article, I offer a clarification of the ambiguities surrounding the pivotal concepts that have shaped and will continue to shape environmental education movement in the United States and beyond: nature, conservation, sustainable development, and environmental justice. I point out that dualistic frameworks not only polarize environmental educators' ethical, political, and pedagogical values but also oversimplify complicated ecological issues. It is critical to generate inclusive and collective pedagogical efforts that recognize the interactions between the natural and the cultural, the possibility of integrating ecocentric and technocentric conservation education movements, and the need to foster humility for ongoing dialogues concerning sustainable development and environmental justice.


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Cite This Article as: Teachers College Record Volume 108 Number 12, 2006, p. 2450-2473
http://www.tcrecord.org ID Number: 12849, Date Accessed: 11/17/2017 11:42:35 PM

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About the Author
  • Huey-li Li
    The University of Akron
    E-mail Author
    HUEY-LI LI is a professor of educational philosophy at the University of Akron. Her research focuses on environmental ethics, ecofeminism, postcolonial studies in education, and global civic and citizenship education. Her recent publications are “Rethinking Civic Education in the Age of Biotechnology” in the Educational Theory, and “Rethinking Silencing Silences” in Troubling Speech, Disturbing Silence: The Challenge of Democratic Dialogue in Education, edited by Megan Boler.
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