This edited volume extends ecological approaches to curriculum theory by recognizing and building on the contributions of the late Chet A. Bowers to curriculum and ecological studies globally.
Chapters provide in-depth explanation of Bowers' central contributions to the field, including his identification of the linguistic roots of ecological degradation; the need for school curricula to support sustainability; and the principles of cultural commons, eco-justice, and ecological intelligence. Building on these ideas and emphasizing the links between curriculum studies, social justice, and environmental education, the text illustrates how Bowers' ideas must now inform future approaches to schooling, teacher education, research, and Indigenous communities to guard against the global ecological crises we now face.
This text will benefit researchers, academics, and educators with an interest in curriculum studies, sustainability education, and environmental studies in particular. Those interested in the sociology of education, educational change, and school reform will also benefit from the book.
About the Author: Audrey M. Dentith is Professor of Leadership Studies and Adult Education and Director of the Center for Teaching Excellence at North Carolina A&T State University, USA.
David Flinders is Professor of Education at Indiana University, USA.
John Lupinacci is Associate Professor of Cultural Studies and Social Thought in Education at Washington State University, USA.
Jennifer S. Thom is Associate Professor of Curriculum Studies and Mathematics Education at the University of Victoria, Canada.
