Place-based environmental schooling can exist without critiquing modernity’s assumptions

Evidence

It should be noted that SES is not explicitly rooted in EcoJustice principles. There is little effort to examine the deep cultural assumptions of modernity or the language that carries those assumptions. Still, many of the practices reflect commons-oriented thinking. — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 1844

Categorization

• XREF: Useful boundary case for the polyad: shows the limit where environmental education stops short of discursive critique and what EcoJustice adds. — connects to: Eco-justice programs must be tailored to each community’s particular history and ecology — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education: Toward Diverse,…, 1835; Place-based and critical pedagogies split along rural-ecological versus urban-social lines. — David A. Gruenewald, The Best of Both Worlds: A Critical…, 28; A critical pedagogy of place merges localized action with geography-aware critical pedagogy. — David A. Gruenewald, The Best of Both Worlds: A Critical…, 83 (+3 more)

Broader Connections

• Local place-based relations gave pre-modern communities solidity #exemplifies (0.75) — Anthony Giddens, The Consequences of Modernity, 247
• Skill-based knowledge of place is transmitted through apprenticeship, not lessons #qualifies (0.72) — Robin Wall Kimmerer, Braiding Sweetgrass, 1326