A5035251151- Global Education and Multiculturalism
- Critical and Liberation Pedagogy
- Global Educational Policies and Reforms
- Indigenous and Place-Based Education
- Environmental Education and Sustainability
- Digital Education and Society
- Posthumanist Ethics and Activism
- Education and Critical Thinking Development
- Adult and Continuing Education Topics
- Environmental Philosophy and Ethics
- Educator Training and Historical Pedagogy
- Youth Education and Societal Dynamics
- Religion, Ecology, and Ethics
- Service-Learning and Community Engagement
- Tourism, Volunteerism, and Development
- Sustainability in Higher Education
- COVID-19 and Mental Health
- Organic Food and Agriculture
- Higher Education Practises and Engagement
- Neuroethics, Human Enhancement, Biomedical Innovations
- Higher Education Governance and Development
- Critical Race Theory in Education
- Agriculture, Land Use, Rural Development
- Higher Education Research Studies
- Religious Education and Schools
Beijing Normal University
2016-2025
University of California, Los Angeles
2011-2025
Instituto Paulo Freire
2021
UCLA Health
2021
Institute for Sustainable Development
2016
Notes1 https://www.weforum.org/agenda/2020/04/pandemics-coronavirus-covid19-economics-finance-stock-market-crisis/2 https://www.sciencedirect.com/science/article/abs/pii/S03772217050035773 https://www.silive.com/coronavirus/2020/03/coronavirus-cuny-suny-suspend-study-abroad-programs-in-5-countries.html4...
Teaching the connections between environmentally‐harmful acts and social conflict is essential but often ignored in education. This article presents two ways which these are not taught because of policies those who benefit from ignorance connections: first, avoidance teaching global‐local connectivity second, devaluing non‐dominant cultures. Ecopedagogy a democratic, transformative pedagogy centred on increasing justice by critically politics environmental issues. I argue that global...
Education for Sustainable Development (ESD) largely emerged from Environmental (EE) models to teach how actions 'development' positively and negatively affects our societies the rest of nature, then determine such can be 'sustainable' without causing current or future socio-environmental oppressions. However, has been increasingly taught as adhering normalized neoliberal ideologies. This article provides a critical analysis reinventing environmental pedagogies center 'reading' development...
A key aspect of teaching ‘development’ is understanding the conundrums and tensions between balance imbalance with constructs global (all humans, all societies, populations) planetary Earth, including humans) spheres. This article deconstructs some tenets populist post-truth frameworks (termed as post-truthism in this article) affecting how development sustainability taught within ecopedagogies argues for structural grounding ecopedagogical literacy pedagogies increasingly imperative. Rooted...
This article delves into ecopedagogy, grounded in the work of Brazilian pedagogue Paulo Freire on popular education and critical pedagogies, to teach students critically deconstruct subjectivity transformability our world (all humans, human populations) with rest Earth (i.e., Nature). As Friere emphasized humans' unique characteristic 'unfinishedness' abilities self-reflexivity through histories goal-setting from dreams, (environmental) pedagogues must toward deepened widened understandings...
In this short article, we pose six key questions that argue as essential to critically problem-pose in achieving teaching for justice-based environmental sustainability (JBES) higher education (HE). We will be posing these all the authors of an upcoming Teaching Higher Education special issue ‘Higher Environmentally Just Sustainability’ so they can further unpack questions, coincide or counter our arguments presented here, provide rich contextualization their responses, and possibly expand...
In support of sustainable development, the United Nations (UN) launched its Global Education First Initiative (GEFI) with aims accelerating progress towards universal access to education, good quality learning and fostering global citizenship. This paper explores how what extent Stoic virtue ethics critical Freirean ecopedagogies can advance UN’s vision for progressive educational systems transformative societal effects. We propose an integrated solution that provides ecopedagogical concepts...