Ecoliterate

A new integration of Goleman's emotional, social, and ecological intelligence Hopeful, eloquent, and bold, Ecoliterate offers inspiring stories, practical guidance, and an exciting new model of education that builds - in vitally important ways - on the success of social and emotional learning by addressing today's most important ecological issues. This book shares stories of pioneering educators, students, and activists engaged in issues related to food, water, oil, and coal in communities from the mountains of Appalachia to a small village in the Arctic; the deserts of New Mexico to the coast of New Orleans; and the streets of Oakland, California to the hills of South Carolina. Ecoliterate marks a rich collaboration between Daniel Goleman and the Center for Ecoliteracy, an organization best known for its pioneering work with school gardens, school lunches, and integrating ecological principles and sustainability into school curricula. For nearly twenty years the Center has worked with schools and organizations in more than 400 communities across the United States and numerous other countries. Ecoliterate also presents five core practices of emotionally and socially engaged ecoliteracy and a professional development guide.

Eco-Literate Music Pedagogy examines the capacity of musiciking to cultivate ecological literacy, approaching eco-literate music pedagogy through philosophical and autoethnographical lenses. Building on the principle that music contributes uniquely to human ecological thinking, this volume tracks the course of eco-literate music pedagogy while guiding the discussion forward: What does it mean to embrace the impulse to teach music for ecological literacy? What is it like to theorize eco-literate music pedagogy? What is learned through enacting this pedagogy? How do the impulsion, the theorizing, and the enacting relate to one another? Music education for ecological consciousness is experienced in local places, and this study explores the theory underlying eco-literate music pedagogy in juxtaposition with the author’s personal experiences. The work arrives at a new philosophy for music education: a spiritual praxis rooted in soil communities, one informed by ecology’s intrinsic value for non-human being and musicking. Eco-Literate Music Pedagogy adds to the emerging body of music education literature considering ecological and environmental issues.

"Describes strategies for greening the campus and the curriculum, conducting environmental audits, rethinking school food, and transforming schools into models of sustainable community"-- P. [4] of cover.

There is growing awareness among leading responsible management scholars and practitioners that understanding global wicked problems is insufficient in effecting lasting engagement and changed behaviors. Research indicates that to impact behavior, the mindset has to shift, which leaves the question: How do you shift a mindset? This book guides educators and practitioners, their students and colleagues to take action on finding urgent solutions to the grand challenges stated in the 17 UN Sustainable Development Goals. A Sustainability Mindset is a way of thinking and being that results from a broad understanding of the ecosystem, from social sensitivity and an introspective focus on our personal values and higher self, which finds its expression in actions for the greater good. By promoting a mindset shift, educators in very diverse contexts are laying the foundation for a resilient future. The book presents a collection of over 150 student voices depicting a transformative experience and a shift in their mindset. Seventeen educator/student teams of contributing authors from across five continents describe the activity that prompted those students’ reflections, and the conceptual frameworks that played a role in the selection of the learning goals and activities. The book is written with academic and corporate educators, reflective practitioners, consultants, coaches, trainers and students in mind, and is invaluable in guiding the process of developing a sustainability mindset among participants in the training process.

Ecocriticism and environmental communication studies have for many years co-existed as parallel disciplines, occasionally crossing paths but typically operating in separate academic spheres. These fields are now rapidly converging, and this handbook aims to reinforce the common concerns and methodologies of the sibling disciplines. The Routledge Handbook of Ecocriticism and Environmental Communication charts the history of the relationship between ecocriticism and environmental communication studies, while also highlighting key new paradigms in information studies, diverse examples of practical applications of environmental communication and textual analysis, and the patterns and challenges of environmental communication in non-Western societies. Contributors to this book include literary, film and religious studies scholars, communication studies specialists, environmental historians, practicing journalists, art critics, linguists, ethnographers, sociologists, literary theorists, and others, but all focus their discussions on key issues in textual representations of human–nature relationships and on the challenges and possibilities of environmental communication. The handbook is designed to map existing trends in both ecocriticism and environmental communication and to predict future directions. This handbook will be an essential reference for teachers, students, and practitioners of environmental literature, film, journalism, communication, and rhetoric, and well as the broader meta-discipline of environmental humanities.

Ms. M. Suguna, Assistant Professor, Department of English, Thanthai Hans Roever College(Autonomous), Perambalur, Tamil Nadu, India. Mrs. A. Akthar Parveen, Teacher, Government Higher Secondary School, Tholar, Tamil Nadu, India. Mrs. S. Saheetha Banu, Assistant Professor, Department of English, Jamal Mohamed College (Autonomous), Tiruchirappalli, Tamil Nadu, India. Mrs.S.Subashini, Guest Lecturer, Department of English, Government Arts and Science College, Aranthangi, Tamil Nadu, India.

The clothing industry employs 25 million people globally contributing to many livelihoods and the prosperity of communities, to women’s independence, and the establishment of significant infrastructures in poorer countries. Yet the fashion industry is also a significant contributor to the degradation of natural systems, with the associated environmental footprint of clothing high in comparison with other products. Routledge Handbook of Sustainability and Fashion recognizes the complexity of aligning fashion with sustainability. It explores fashion and sustainability at the levels of products, processes, and paradigms and takes a truly multi-disciplinary approach to critically question and suggest creative responses to issues of: • Fashion in a post-growth society • Fashion, diversity and equity • Fashion, fluidity and balance across natural, social and economic systems This handbook is a unique resource for a wide range of scholars and students in the social sciences, arts and humanities interested in sustainability and fashion.

Drawing from American history, fashion design, history of luxury, visual culture, museum studies, and women’s history, among others, this book explores the challenges, rewards and benefits of teaching business and the labor history of art and design professions to those in higher education. Recognizing that artists and designers are no longer just creatives, but bosses, employees, members of professional associations, and citizens of nations that encourage and restrain their creative work in various ways, the book identifies a crucial need for art and design students to be taught the intricacies of these other roles, as well as how to navigate or challenge them. This empirically driven study features case studies in various pedagogical contexts, including museum exhibitions, group projects, lesson plans, discussion topics, and long-term assignments. The chapters also explore how the roles of designing and making became separated, how new technologies and the rise of mass production affected creative careers, the shifts back and forth between direct employment and freelancing, and the evolution of government interventions in creative fields. With a diverse and experienced range of contributors, and providing a unique set of conceptual tools to interpret, cope with, and react to the ever-changing conditions of capitalism, this volume will appeal to educators and researchers across education, history, art history, and sociology, with interests in experiential learning, capitalism, equity, social justice and neoliberalism.