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ERIC Number: EJ1061818
Record Type: Journal
Publication Date: 2013
Pages: 13
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-1205-5352
Advancing the Boundaries of Urban Environmental Education through the Food Justice Movement
Crosley, Katie Lynn
Canadian Journal of Environmental Education, v18 p46-58 2013
As cities and urban areas increasingly become the locus for contemporary society, there is a growing necessity for environmental education to adapt to meet the challenges and needs of an urbanized world. A key part of this adaptation means acknowledging the nuanced legacy of environmental and social injustices involved in the growth and development of urban spaces. While there have been advances toward these ends, I argue that mainstream environmental education is lacking critical engagement with urban areas. The growing food justice movement has salient theoretical and practical spheres that have the potential to contribute to these urban margins in environmental education. This article explores these spheres and applies them to environmental education in an effort to push the boundaries of the field towards concepts and pedagogies that occupy complex socioecological relationships and issues of justice in ways mainstream environmental education has struggled to access, particularly in the urban context. First, I discuss philosophical and structural reasons why mainstream environmental education theory and practice have overlooked urban contexts and experiences. I then explore the development of the food justice movement, bringing to bear key characteristics that can contribute to environmental education. Finally, I discuss how food justice can help environmental education challenge and reposition itself to better meet the needs of an urban society
Canadian Journal of Environmental Education. Faculty of Education, Lakehead University, 955 Oliver Road, Thunder Bay, ON P7B 5E1, Canada. Fax: 807-346-7771; e-mail: cjee@lakeheadu.ca; Web site: http://cjee.lakeheadu.ca
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A