Stories are our survival guides”
Ecojustice literacies in politically and ecologically vulnerable places
Bibliographic Data
| ID | 12010284 |
|---|---|
| Authors | Alexandra Panos (0000-0002-9334-4552, University of South Florida, corresponding author), Kristin Valle Geren (0000-0003-4136-5930, University of South Florida), Katharine Hull (0000-0002-3713-3013, University of South Florida), Michael B Sherry (0000-0002-6035-3452, University of South Florida) |
| Year | 2024 |
| Volume | 54 |
| Issue | 4 |
| Pages | 349-376 |
| Publication date | 2024-08-07 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Curriculum Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 0362-6784 • E-ISSN: 1467-873X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03626784.2025.2462572 |
| OpenAlex | W4407885469 |
| Language | FR |
| References cited | 42 |
As a global emergency, climate change impacts all areas of life on the planet including the embodied experiences of teachers, students, and communities. Recognizing that “addressing climate change demands the involvement” of English Language Arts and Literacy (ELA-L) teachers (National Council of Teachers of English, Citation2019), research remains to be done on how ELA-L teachers use language and communication themselves around climate and socioecological crisis. In this article, we share learning from a collaborative study with educators who took part in a two-day retreat focusing on ecojustice orientations to education in Florida, United States. We use ecolinguistic analysis to understand and amplify the stories of teachers seeking to explore and teach for ecojustice literacies, examining how our collaborators’ ecojustice literacies inquiries (in the form of place-based walking and multimodal composing): (1) story their relationship to the human and more-than-human world; (2) construct/orient to stories-we-live-by that are important to their lives and work; and (3) offer their own stories-to-live-by. Focusing on one collaborator, Morgan, we consider her orientation to ecojustice literacies inquiries, as well as how she connected these activities to her teaching context and to teaching and learning as bodies-in-place. Our analysis revealed possibilities not only for creating space for teachers to “try out” ecojustice literacies but also for confronting political attacks facing teachers in their school systems as intertwined with ecojustice. This article contributes to the literacy scholarship by addressing the complex stories of ELA-L teachers working/living in politically and ecologically vulnerable places
Literacy · Media studies · Pedagogy · Sociology · Environmental Education and Sustainability · Gender Studies · Indigenous and Place-Based Education · Literacy, Media, and Education
Communicating the Climate Crisis
Critical Literacy as a Way of Being and Doing
Writing the New Ethnography
Cuentos Combativos
The Wrong Complexion for Protection
Critical Walking Methodologies and Oblique Agitations of Place
Slow Violence and the Environmentalism of the Poor
Climate Justice Literacy
How can we confront climate denial? Critical literacy+, eco‐civic practices, and inquiry
Place in research. Theory, methodology, and methods
Reframing Westernized culture
Zines for social justice
Ecojustice education and communitarianism
Muskrat theories, tobacco in the streets, and living Chicago as Indigenous land
Climate Change 2022 - Impacts, Adaptation and Vulnerability
Writing in Multimodal Texts
Suspending Damage
Places and Their Pasts
On plantations, prisons, and a black sense of place
Writing Sociology
| Highly cited | No |
|---|