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Widening Students' Ways of Knowing Global Environmental Issues through Deepened Local Understandings: Childhood Ecopedagogy for Praxis

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Title: Widening Students' Ways of Knowing Global Environmental Issues through Deepened Local Understandings: Childhood Ecopedagogy for Praxis
Language: English
Authors: Mary E. Short (ORCID 0000-0003-1403-7309), Michaela Ensweiler (ORCID 0009-0007-1219-549X), Greg William Misiaszek (ORCID 0000-0003-2622-1656)
Source: Global Studies of Childhood. 2026 16(2):133-149.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Descriptors: Global Approach, Teaching Methods, Local Issues, Middle School Students, Minority Groups, Scientists, Mentors, Role Models, Science Education, Food, Elementary School Students, Environmental Education, Ecology
Geographic Terms: United States, California
DOI: 10.1177/20436106251361167
ISSN: 2043-6106
Abstract: Education is situated between pervasive, multifaceted forces of globalization from above and from below that help and hinder teaching for socio-environmental justice and planetary sustainability. Environmental pedagogues are caught between these forces, complicating teaching students to understand environmental violence in an increasingly globalizing world, connections to social injustices, and valuing Nature's wellbeing beyond anthropocentric perspectives--all foundational goals of ecopedagogies. We present two case studies that elucidate the enmeshed Nature of the local and the global within student sensemaking. They explore real-world examples of transdisciplinary asset-based environmental learning that counter dominant hegemonic pedagogical approaches that are prevalent due to globalizations from above.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508360
Database: ERIC
FullText Text:
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  Data: Widening Students' Ways of Knowing Global Environmental Issues through Deepened Local Understandings: Childhood Ecopedagogy for Praxis
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  Data: <searchLink fieldCode="AR" term="%22Mary+E%2E+Short%22">Mary E. Short</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1403-7309">0000-0003-1403-7309</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michaela+Ensweiler%22">Michaela Ensweiler</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-1219-549X">0009-0007-1219-549X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Greg+William+Misiaszek%22">Greg William Misiaszek</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2622-1656">0000-0003-2622-1656</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Global+Studies+of+Childhood%22"><i>Global Studies of Childhood</i></searchLink>. 2026 16(2):133-149.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 17
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  Data: 10.1177/20436106251361167
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  Data: Education is situated between pervasive, multifaceted forces of globalization from above and from below that help and hinder teaching for socio-environmental justice and planetary sustainability. Environmental pedagogues are caught between these forces, complicating teaching students to understand environmental violence in an increasingly globalizing world, connections to social injustices, and valuing Nature's wellbeing beyond anthropocentric perspectives--all foundational goals of ecopedagogies. We present two case studies that elucidate the enmeshed Nature of the local and the global within student sensemaking. They explore real-world examples of transdisciplinary asset-based environmental learning that counter dominant hegemonic pedagogical approaches that are prevalent due to globalizations from above.
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