Decolonizing Environmental Education for Different Contexts and Nations

Kathryn Riley obtained a Ph.D. from Deakin University, Australia, in 2019. Kathryn is currently a Postdoctoral Fellow at the University of Saskatchewan, Canada. Janet McVittie obtained a Ph.D. from Simon Fraser University, Burnaby, BC, Canada in 1999. She is currently retired from a 23 year career teaching and researching in the departments of Curriculum Studies and Educational Foundations at the University of Saskatchewan, Canada. Marcelo Gules Borges obtained a Ph.D. from Pontifical Catholic University of Rio Grande do Sul, Brazil in 2014. He is currently a Tenured Assistant Professor at the Department of Teaching Methodology, School of Education, Federal University of Santa Catarina, Brazil.

• List of Figures – Note from the Series Editors – Acknowledgments – Abbreviations – Janet McVittie: Decolonizing Environmental Education for Different Contexts and Nations – Zuzana Morog: A Global Assemblage – Vince Anderson: Integrating Social and Ecological Justice Inquiry – Sky McKenzie: Water Deep – Kathryn Riley: Mutually Entangled Futures in/for Environmental Education – Araceli Leon Torrijos: Ahora Adentro – Marcelo Gules Borges: Decolonial Pedagogy, Agroecology, and Environmental Education: Repositioning Science Education in Rural Teacher Education in Brazil – Alice Johnston: Taking Learning Outside – Kylie Clarke: Walking Gently … Through a Cultural Lens … – Roseann Kerr: Decolonizing Education for Sustainable Development – John B. Acharibasam: Decolonizing Environmental Education in Ghana – Elsa McKenzie: Earth Sorrow – Janet McVittie/Marcelo Gules Borges: Naturalized Places, Indigenous Epistemology, and Learning to Value – Ranjan Datta: Environmental Education through Indigenous Land-Based Learning – Julio Karpen: Escolas Marginalizadas e Educação Ambiental/Marginalized Schools and Environmental Education – Kai Orca: "From the Stars in the Sky to the Fish in the Sea" – Epilogue – About the Authors – Index.

“This book offers an exciting contribution and present creative experiences and reflections that led the readers to get in contact with different perspectives addressed to decolonize Environmental Education field. This is a very successful attempt to present one opposite view of what has been considered as settler-colonial projects from the Western worldview, which reinforces the ‘human exceptionalism and supremacism’. Ultimately, the purpose of this book is to (re)story the field as ‘a site of hope’ through educational practices meant to construct particular experiences based on/for socio-ecological justice for humans and others-than-humans. Based on different points of origin, from different land educational contexts, and reflecting from different conceptual backgrounds, the intention is not to present ‘static definitions or final and absolute answers to questions’ to environmental education practices, but to offer some possibilities to guarantee that humans and ‘others-than-human entities also have the right to exist, to live well, in healthy ecosystems’.”—Luiz Marcelo de Carvalho, Professor, Education Department, Institute of Bioscience, University of State of São Paulo, Rio Claro Campus, Brazil