EECOM – Annual Conference

“Action on Climate Change Through Education”
May 10 - 12, 2019
University of Saskatchewan, Saskatoon

AERA – EE Special Interest Group (SIG)

EE SIG at the AERA Conference
April 5-9, 2019 Toronto, Canada

ESE-TE Sessions at AERA:

Assessing the State of Canadian Environmental Sustainability Education in Teacher Education in a Post-Truth Era
Fri, April 5, 2:25 to 3:55pm, Fairmont Royal York Hotel, Mezzanine Level, Confederation 3

Today’s world is fraught with myriad environmental challenges. Thus, there is need for skilled teachers capable of preparing tomorrow’s youth to effectively confront these challenges. In the past decade, Canadian ministries of education have enacted policies mandating environmental sustainability education (ESE) in K-12 education. By extension, these policies also require teacher education (TE) institutions to emphasize ESE in their programs. However, evidence suggests that implementation of effective ESE pedagogies in TE remain patchy and inconsistent. Thus, there is urgent need to assess the status of ESE-TE in Canada to inform today’s educators and policy makers. This paper reports on pan-Canadian research undertaken in 2018 by a group of ESE-TE educators aimed at assessing the state of ESE-TE in Canada today.  (Doug Karrow et al)
(As part of: Assemblage Thinking and the Mobilization of Education for Sustainable Development Policy Within a Canadian Province)

Multimodal Approaches to Environmental Learning in Preservice Teacher Education

Sun, April 7, 9:55 to 11:25am, Fairmont Royal York Hotel, Mezzanine Level, Confederation 6
This paper focuses on multimodal praxis in Environmental and Sustainability Education (ESE) in Canadian faculties of education. These innovative approaches are being shared by a new network of scholars across the country who are helping to mobilize research and resources on ESE to better embed this critical work into preservice teacher education. Aligned with a wider shift towards sustainability in higher education, four case studies from different universities compare and contrast their varying approaches, which aim to create compelling, interdisciplinary narratives to engage teacher candidates, faculty and staff in the move towards more sustainable and equitable forms of teaching, learning and living. (Hilary Inwood, Paul Elliott, Laura Sims)
(As part of: Climate Change and Critical Science Agency: Is "Knowing" Enough?)

University Learning Gardens: Cultivating the Margins, on Borrowed Land and Time

Sun, April 7, 3:30 to 5:30pm, University of Toronto, Ontario Institute for the Study of Education (OISE) – 252 Bloor Street West, Toronto (Off-Site Visit)
University learning gardens are increasingly becoming familiar sights on North American campuses. In this off-site session, participants will visit a learning garden at OISE, University of Toronto and engage in an interactive, arts-based exploration of the ways in which gardening on the margins of the academy, on borrowed land and time, challenges whose knowledge and what knowledge, in this “post-truth era,” matters. Leading scholars in garden-based education will present diverse, interdisciplinary, and multimodal narratives from their research, repeatedly returning to ways in which campus gardens expose settler colonialism and the increasingly neoliberal restructuring of academy, potentially reproduce social and ecological injustices, yet can also cultivate regenerative, non-hierarchical, creative, and profoundly hopeful human and greater-than-human collectives. (Organized by Susan Gerofsky, Julie Ostertag, & Hilary Inwood; delivered by multiple authors; discussant Dilafruz Williams)

Naturalized places, Indigenous Epistemology, and Learning to Value

Tue, April 9, 8:00 to 9:30am, Fairmont Royal York Hotel, Mezzanine Level, Alberta Room

In this paper, we present data from children and pre-service teachers, while working with the land in a naturalized place on the prairies, to illustrate how learning from the land will reinforce an Indigenous epistemology of relationality. Relationality supports learning to value “other”. Currently, in our “post-truth” world, there is concern about social and ecological justice. However, the concern is not so much about what is true as it is about who decides what is true. If we – all humans, all entities – were to value each other (following on Freire’s concept of humanizing one another), we would listen carefully, and thoughtfully to what others and the land teach us, and each of us could, individually, value the planet and other entities.

Event Archive

ESE-TE Research Roundtable 2018

October 18, 2018
Research Roundtable at EECOM's “Classrooms to Communities”

Info on the Research Roundtable

National Roundtable on Environmental Sustainability Education in Pre-service Teacher Education 2016

June 14-16, 2016

The National Roundtable brought together teacher educators, researchers, policy-makers, Aboriginal scholars, K-12 teachers, graduate students, and community partners to establish a new national network of educators and researchers dedicated to strengthening Environmental and Sustainability Education (ESE) in pre-service teacher education. The Roundtable provided opportunities to analyze ESE in Canadian pre-service teacher education programs, share existing research, and exchange teaching strategies. It featured two and a half days of collaborative inquiry via roundtable discussions, research and ‘best practices’ presentations, keynote talks, and co-operative planning to develop an action plan to strengthen ESE in Canadian pre-service teacher education programs. The result was a collective Action Plan to catalyze curricular, pedagogical, and professional responses to improve ESE in teacher education programs across Canada.
The National Action Plan

The Roundtable Schedule
Summaries of the Roundtable Presentations (and the list of Presenters)
The Roundtable Keynote Talks (videos)

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