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.

“The need for this book is essential. This book provides needed respect for world cultures, ethnicities, regions, religions, politics, genders, sexualities, and views regarding Environmental Education. The authors break down barriers of ethnocentrism, specifically the White and Western view of Environmental Education, and open an inclusive dialogue to advance the conversation forward in an interconnected way. Provided in the chapters are thought-provoking insights that elicit movement in a positive, collaborative direction by changing the current narrative. The diversity of experience, ideas, and contexts presented help to build a global community of change-makers to stop a dire environmental future. The wisdom in this book creates an opportunity to learn, grow, and make a significant change on a global scale and passionate commonality for the environment through education.”—Shannon McLean-Minch, Elementary School Principal, Community Montessori, Boulder Valley School District, Boulder, Colorado, USA