Teachers reinforce cultural analysis by embedding it in every assignment rather than isolated lessons.

Evidence

There is substantial effort by all three teachers to weave into their assignments the key aspects of the EcoJustice framework and to continually pose questions about the ecological effects of specific practices or policies. Students work back and forth between projects that ask them to inquire into the policies of modernization and the effects of the industrialized food system on their own bioregional and community history and land-use patterns. A “commons” project gets them involved in one-on-one mentoring relationships to learn about the value of particular non-monetized skills and traditional practices. All through these activities and assignments students were reminded to use the EcoJustice analytic tools to think about the way that language operates to keep the market-based/consumerist systems functioning, as well as the existence of practices in their own and other cultures that leave a smaller ecological footprint. — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 1856

Categorization

• XREF: connects to: Teaching explicit analytic concepts dissolves the illusion that current social norms are natural. — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education: Toward Diverse,…, 839; Effective teacher professional development requires repeated varied exposure and piggybacks onto existing structures. — David Sobel, Place-Based Education: Connecting…, 94; Teaching is continual reinterpretation rather than transmission of fixed content — Yves Citton, The Ecology of Attention, 267

Broader Connections

• Teaching is continual reinterpretation rather than transmission of fixed content #exemplifies (0.72) — Yves Citton, The Ecology of Attention, 267