Rebecca A. Martusewicz

This special issue is a testimony to the intensity of the events of September 11, 2001 and how they have touched, moved, and shaken everyone, both in ways that people have been struggling to grapple with and ways that they cannot even be aware of. The essays in this special issue include: *an article that Wendy Kohli delivered as her America Educational Studies Association Presidential address in the Fall of 2001 just weeks after the events of September 11; *an analysie of the relationship of global corporate interests and the subsequent impact on the community of life that the war on terrorism brings to light; *a sweeping and in-depth lesson on the cultural and political contexts of the various countries involved and what we need to know to teach about these events in those contexts; *an account of the aesthetic power of poetry to help us reckon with our new world; and *a collection of reflective works on what Social Foundations professors and their students went through in the aftermath of the attacks, how their courses have both contributed to their students' (and their own) abilities to understand this current context, as well as how these courses have been reshaped.

A Special Issue of educational Studies

Education After 9/11

William M. Reynolds

This engaging text examines issues in education and curriculum theory from multiple critical perspectives. Students are encouraged to look at education from the "inside" (the complex processes, methods and relations that operate within schools) and from the "outside" (the larger social, economic, and political forces that have affected schools over time). Each essay begins with "Guiding Questions" and concludes with "Questions for Discussion," "Teachers as Researchers" activities, and "Suggested Readings."

Contemporary Critical Perspectives in Education

inside/out

John Lupinacci

Jeff Edmundson

This text offers a powerful model for cultural ecological analysis and pedagogy of responsibility, providing educators with information and classroom practices they need to educate future citizens for diverse, democratic, and sustainable communities.

Toward Diverse, Democratic, and Sustainable Communities

Teaching for EcoJustice

Drawing on the theories of author and conservationist Wendell Berry for the field of EcoJustice Education, this book articulates a pedagogy of responsibility as a three-pronged approach grounded in the recognition that our planet balances an essential and fragile interdependence between all living creatures. Examining the deep cultural roots of social and ecological problems perpetuated by schools and institutions, Martusewicz identifies practices, relationships, beliefs, and traditions that contribute to healthier communities. She calls for imaginative re-thinking of education as an ethical process based in a vision of healthy, just, and sustainable communities. Using a critical analytical process, Martusewicz reveals how values of exploitation, mastery, and dispossession of land and people have taken hold in our educational system and communities, and employs Berry’s philosophy and wisdom to interrogate and develop a "pedagogy of responsibility" as an antidote to such harmful ideologies, structures, and patterns. Berry’s critical work and the author’s relatable storytelling challenge taken-for-granted perspectives and open new ways of thinking about teaching for democratic and sustainable communities.

Wendell Berry for EcoJustice Education

A Pedagogy of Responsibility

Drawing on the theories of author and conservationist Wendell Berry for the field of EcoJustice Education, this book articulates a pedagogy of responsibility as a three-pronged approach grounded in the recognition that our planet balances an essential and fragile interdependence between all living creatures. Examining the deep cultural roots of social and ecological problems perpetuated by schools and institutions, Martusewicz identifies practices, relationships, beliefs, and traditions that contribute to healthier communities. She calls for imaginative re-thinking of education as an ethical process based in a vision of healthy, just, and sustainable communities. Using a critical analytical process, Martusewicz reveals how values of exploitation, mastery, and dispossession of land and people have taken hold in our educational system and communities, and employs Berry¿s philosophy and wisdom to interrogate and develop a "pedagogy of responsibility" as an antidote to such harmful ideologies, structures, and patterns. Berry¿s critical work and the author¿s relatable storytelling challenge taken-for-granted perspectives and open new ways of thinking about teaching for democratic and sustainable communities.

Wendell Berry for Ecojustice Education

Raisa Foster

Jussi Mäkelä

Emphasizing the importance of contemporary art forms in EcoJustice Education, this book examines the interconnections between social justice and ecological well-being, and the role of art to enact change in destructive systems. Artists, educators, and scholars in diverse disciplines from around the world explore the power of art to disrupt ways of thinking that are taken for granted and dominate modern discourses, including approaches to education. The EcoJustice framework presented in this book identifies three strands—cultural ecological analysis, revitalizing the commons, and enacting imagination—that help students to recognize the value in diverse ways of knowing and being, reflect on their own assumptions, and develop their critical analytic powers in relation to important problems. This distinctive collection offers educators a mix of practical resources and inspiration to expand their pedagogical practices. A Companion Website includes interactive artworks, supplemental resources, and guiding questions for students and instructors.

Rebecca A. Martusewicz

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