David A Gruenewald
Datos Biográficos
| ID | 3469451 |
|---|---|
| NOMBRE | David A Gruenewald |
| NOMBRES | David A |
| APELLIDO | Gruenewald |
| FIRMA | GRUENEWALD D A |
| AFILIACIONES | Washington State University |
| ORCID | 0000-0001-7215-3629 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 437 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2003 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2008 |
| ÍNDICE H | 6 |
The best of both worlds
Taking the position that "critical pedagogy" and "place‐based education" are mutually supportive educational traditions, this author argues for a conscious synthesis that blends the two discourses into a critical pedagogy of place. An analysis of critical pedagogy is presented that emphasizes the spatial aspects of social experience. This examination also asserts the general absence of ecological thinking demonstrated in critical social analysis …
Oil and water still
This article explores the problematic tensions between schooling and environmental education in the United States, with a special focus on the No Child Left Behind Act of 2001. Today in the United States, this powerful federal legislation dominates the discourse and practice of schooling, and works against the aims of environmental education in many ways. The article is divided into three parts. First, it reviews the recent discourse of achieveme…
Accountability and Collaboration
This article makes the case that place-based and environmental education theory and practice must be responsive to, while attempting to transform, the institutional dynamics of schooling. In the present climate of education in the USA two dynamics of schooling deserve particular attention with respect to the possibilities for place-based and environmental education: the discourse of accountability and the discourse of collaboration. Drawing espec…
More Than One Profound Truth
A Foucauldian Analysis of Environmental Education
This article examines recent trends in environmental education (EE) and argues that its institutionalization within general education works against its own socially and ecologically transformative goals. EE emerged as a cultural response to international awareness that human beings were negatively impacting their environments and causing ecological and social crises. Yet the institutionalization of EE within general education has diluted it of it…
Why the Earth Charter Matters to (Multi)Cultural Educators Everywhere
Bowers’ and Stables’ responses to “A Foucauldian Analysis of Environmental Education: Toward the Socioecological Challenge of the Earth Charter” could not have been more different. While Bowers analyzes, deepens, and extends arguments from the Foucauldian analysis, and helps to clarify the kind of cultural thinking all educators must undertake, Stables, in a seemingly ironic philosophical stance, questions whether, in a “postmodern” world, educat…
Articles
Foundations of Place
This article provides educators at all levels with a theoretical rationale for place-conscious education; it also discusses pedagogical pathways, and institutional challenges, to place-consciousness. Drawing on insights from phenomenology, critical geography, bioregionalism, ecofeminism, and other place-conscious traditions, the author gathers diverse perspectives on “place” to demonstrate the profoundly pedagogical nature of human experience wit…
The Best of Both Worlds
Taking the position that "critical pedagogy" and "place-based education" are mutually supportive educational traditions, this author argues for a conscious synthesis that blends the two discourses into a critical pedagogy of place. An analysis of critical pedagogy is presented that emphasizes the spatial aspects of social experience. This examination also asserts the general absence of ecological thinking demonstrated in critical social analysis …
The Best of Both Worlds
Taking the position that "critical pedagogy" and "place-based education" are mutually supportive educational traditions, this author argues for a conscious synthesis that blends the two discourses into a critical pedagogy of place. An analysis of critical pedagogy is presented that emphasizes the spatial aspects of social experience. This examination also asserts the general absence of ecological thinking demonstrated in critical social analysis …
Foundations of Place
This article provides educators at all levels with a theoretical rationale for place-conscious education; it also discusses pedagogical pathways, and institutional challenges, to place-consciousness. Drawing on insights from phenomenology, critical geography, bioregionalism, ecofeminism, and other place-conscious traditions, the author gathers diverse perspectives on “place” to demonstrate the profoundly pedagogical nature of human experience wit…
A Foucauldian Analysis of Environmental Education
This article examines recent trends in environmental education (EE) and argues that its institutionalization within general education works against its own socially and ecologically transformative goals. EE emerged as a cultural response to international awareness that human beings were negatively impacting their environments and causing ecological and social crises. Yet the institutionalization of EE within general education has diluted it of it…
The best of both worlds
Taking the position that "critical pedagogy" and "place‐based education" are mutually supportive educational traditions, this author argues for a conscious synthesis that blends the two discourses into a critical pedagogy of place. An analysis of critical pedagogy is presented that emphasizes the spatial aspects of social experience. This examination also asserts the general absence of ecological thinking demonstrated in critical social analysis …
Oil and water still
This article explores the problematic tensions between schooling and environmental education in the United States, with a special focus on the No Child Left Behind Act of 2001. Today in the United States, this powerful federal legislation dominates the discourse and practice of schooling, and works against the aims of environmental education in many ways. The article is divided into three parts. First, it reviews the recent discourse of achieveme…
Accountability and Collaboration
This article makes the case that place-based and environmental education theory and practice must be responsive to, while attempting to transform, the institutional dynamics of schooling. In the present climate of education in the USA two dynamics of schooling deserve particular attention with respect to the possibilities for place-based and environmental education: the discourse of accountability and the discourse of collaboration. Drawing espec…
Why the Earth Charter Matters to (Multi)Cultural Educators Everywhere
Bowers’ and Stables’ responses to “A Foucauldian Analysis of Environmental Education: Toward the Socioecological Challenge of the Earth Charter” could not have been more different. While Bowers analyzes, deepens, and extends arguments from the Foucauldian analysis, and helps to clarify the kind of cultural thinking all educators must undertake, Stables, in a seemingly ironic philosophical stance, questions whether, in a “postmodern” world, educat…
More Than One Profound Truth
Articles
Foundations of Place
This article provides educators at all levels with a theoretical rationale for place-conscious education; it also discusses pedagogical pathways, and institutional challenges, to place-consciousness. Drawing on insights from phenomenology, critical geography, bioregionalism, ecofeminism, and other place-conscious traditions, the author gathers diverse perspectives on “place” to demonstrate the profoundly pedagogical nature of human experience wit…
The Best of Both Worlds
Taking the position that "critical pedagogy" and "place-based education" are mutually supportive educational traditions, this author argues for a conscious synthesis that blends the two discourses into a critical pedagogy of place. An analysis of critical pedagogy is presented that emphasizes the spatial aspects of social experience. This examination also asserts the general absence of ecological thinking demonstrated in critical social analysis …
A Foucauldian Analysis of Environmental Education
This article examines recent trends in environmental education (EE) and argues that its institutionalization within general education works against its own socially and ecologically transformative goals. EE emerged as a cultural response to international awareness that human beings were negatively impacting their environments and causing ecological and social crises. Yet the institutionalization of EE within general education has diluted it of it…
Why the Earth Charter Matters to (Multi)Cultural Educators Everywhere
Bowers’ and Stables’ responses to “A Foucauldian Analysis of Environmental Education: Toward the Socioecological Challenge of the Earth Charter” could not have been more different. While Bowers analyzes, deepens, and extends arguments from the Foucauldian analysis, and helps to clarify the kind of cultural thinking all educators must undertake, Stables, in a seemingly ironic philosophical stance, questions whether, in a “postmodern” world, educat…
Accountability and Collaboration
This article makes the case that place-based and environmental education theory and practice must be responsive to, while attempting to transform, the institutional dynamics of schooling. In the present climate of education in the USA two dynamics of schooling deserve particular attention with respect to the possibilities for place-based and environmental education: the discourse of accountability and the discourse of collaboration. Drawing espec…
More Than One Profound Truth
Oil and water still
This article explores the problematic tensions between schooling and environmental education in the United States, with a special focus on the No Child Left Behind Act of 2001. Today in the United States, this powerful federal legislation dominates the discourse and practice of schooling, and works against the aims of environmental education in many ways. The article is divided into three parts. First, it reviews the recent discourse of achieveme…
The best of both worlds
Taking the position that "critical pedagogy" and "place‐based education" are mutually supportive educational traditions, this author argues for a conscious synthesis that blends the two discourses into a critical pedagogy of place. An analysis of critical pedagogy is presented that emphasizes the spatial aspects of social experience. This examination also asserts the general absence of ecological thinking demonstrated in critical social analysis …
Sociology (8 obras) · Political science (7 obras) · Indigenous and Place-Based Education (6 obras) · Pedagogy (6 obras) · Environmental education (5 obras) · Critical and Liberation Pedagogy (4 obras) · Law (4 obras) · Law (4 obras) · Outdoor and Experiential Education (4 obras) · Accountability (3 obras)