Ecological and technological educational discourses are often taught as separate discourses downplaying, or ignoring altogether, their interconnectedness, complexities, and complicities, as well as their diverse cultural contexts. This course offers students an opportunity to critically explore how to reconnect and reshape these storylines into enactments of equity, social justice, cultural inclusivity, environmental sustainability and environmental justice.
These ecoliteracies speak to the complex social and ecological crises worldwide. Students will reflect on how they learn, think, feel, act, and write as they work toward the creation of sustainable learning communities — Indigenous, non-Indigenous, urban, rural, on-line, on-the-ground, classroom, or otherwise delineated — based on principles of respect, reciprocity, equivalency of epistemologies/methodologies/protocols, and shared dialogue.
This course will be of interest to education students seeking ways to introduce cross-cultural eco-sensibilities into their classroom teaching, as well as to students outside of education who are seeking a graduate course that addresses the multiple contexts, complexities, and complicities of the ecology—technology—Indigeneity/social justice interfaces.
CCFI 565B (941) ECOLOGY, TECHNOLOGY, INDIGENEITY and LEARNING: Contexts, Complexities, and Cross-cultural Conversations
Professor: Dr. Pat O’Riley
May 7 – June 15, 2012
Room: Scarfe 210
Time: Tues. & Thurs. 13:00 — 16:00