This is the academic Age of the Neoliberal Arts. Campuses-as places characterized by democratic debate and controversy, wide ranges of opinion typical of vibrant public spheres, and service to the larger society-are everywhere being creatively destroyed in order to accord with market and military models befitting the
academic-industrial complex. While it has become increasingly clear that facilitating the sustainability movement is the great 21st century educational challenge at hand, this book asserts that it is both a dangerous and criminal development today that sustainability in higher education has come to be defined by the complex-friendly "green campus" initiatives of science, technology, engineering and management programs. By contrast, Greening the Academy: Ecopedagogy Through the Liberal Arts takes the standpoints of those working for environmental and ecological justice in order to critique the unsustainable disciplinary limitations within the humanities and social sciences, as well as provide tactical reconstructive openings toward an empowered liberal arts for sustainability. Greening the Academy thus hopes to speak back with a collective demand that sustainability education be defined as a critical and moral vocation comprised of the diverse types of humanistic study that will benefit the well-being of our emerging planetary community and its numerous common locales.
This is the academic Age of the Neoliberal Arts. Campuses-as places characterized by democratic debate and controversy, wide ranges of opinion typical of vibrant public spheres, and service to the larger society-are everywhere being creatively destroyed in order to accord with market and military models befitting the
academic-industrial complex. While it has become increasingly clear that facilitating the sustainability movement is the great 21st century educational challenge at hand, this book asserts that it is both a dangerous and criminal development today that sustainability in higher education has come to be defined by the complex-friendly "green campus" initiatives of science, technology, engineering and management programs. By contrast, Greening the Academy: Ecopedagogy Through the Liberal Arts takes the standpoints of those working for environmental and ecological justice in order to critique the unsustainable disciplinary limitations within the humanities and social sciences, as well as provide tactical reconstructive openings toward an empowered liberal arts for sustainability. Greening the Academy thus hopes to speak back with a collective demand that sustainability education be defined as a critical and moral vocation comprised of the diverse types of humanistic study that will benefit the well-being of our emerging planetary community and its numerous common locales.
"Critical, crucial, and challenging, this book initiates a dialogue
essential to the survival of our planet and all the species on it,
including our own. Ignored for far too long by leaders of the major
social institutions around the world, this book poses the question
of whether the academy will belatedly tackle the urgent policies
and actions necessary to ameliorate the ecological destruction
wrought by predatory capitalism. University Centers for Teaching
and Learning should use this book to generate meaningful
discussions of curriculum transformation wherever possible."--Dr.
Julie Andrzejewski, Co-Director, Social Responsibility Masters
Program, St. Cloud State University
"Breaks through barriers that continue to enervate higher
education's contribution to environmental education and ecological
justice. By connecting radical "cognitive praxis" and authentic
Indigenous perspectives to a variety of relevant topics, it offers
educators motivation and maps for helping us all regain our lost
balance before it is too late."--Four Arrows, Editor of Unlearning
the Language of Conquest: Scholars Expose Anti-Indianism in
America
"This is an important and urgent book that represents a landmark
for higher education. It is a book that must be heeded, and, more
importantly acted upon."--Dr. Peter McLaren, Author of Che Guevara,
Paulo Freire, and the Pedagogy of Revolution
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