ERIC Number: EJ1177194
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Developing a Critical Consciousness of Race in Place-Based Environmental Education: Franco's Story
Miller, Hannah K.
Environmental Education Research, v24 n6 p845-858 2018
Environmental education (EE) has a history of support for critical place-based pedagogy as a means of learning through engagement in space, both cultural and biophysical. In this paper I tell the story of how Franco--a non-white, non-American undergraduate--engaged with local discourses in a watershed-focused EE program in the rural Midwestern US. I examine how the five tenets of critical race theory (CRT) can be used to interpret Franco's experience, where he encountered multiple instances of racism and xenophobia. I argue that without a critical analysis of race in place-based EE programs, instructors may (a) privilege their own ways of knowing in local settings, (b) rely on 'grit' narratives as mechanisms for mediation of racism, and (c) send non-white students home having learned that they cannot effect meaningful change for sustainability. I conclude with recommendations for faculty in predominantly white institutions on how CRT might foster the development of critical consciousness of race in place-based EE programs.
Descriptors: Consciousness Raising, Race, Environmental Education, Place Based Education, Critical Theory, Undergraduate Students, Natural Resources, Water, Student Experience, Ethnic Stereotypes, Qualitative Research, Case Studies, Neighborhoods, Interviews, Class Activities, Student Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A