Healing and transforming our relationship with the cycles of the wider metabolism of the planet that we are part of. This includes, but is not limited to: developing pedagogical practices in which humans are not seen as separated from the land/planet; reflecting on the challenges of co-existence from different perspectives, including those of non-human beings; grappling with the complexities of addressing complicities in ecological harm; opening up possibilities for adjacent (viable, but unimaginable) possibilities of thinking, relating and being; developing stamina and resiliency for the slow and challenging work that needs to be done in the long term.
Published in Chapter:
Global Citizenship Education and Sustainability Otherwise
Rene Suša (The University of British Columbia, Canada), Vanessa Andreotti (The University of British Columbia, Canada), Sharon Stein (The University of British Columbia, Canada), Cash Ahenakew (The University of British Columbia, Canada), Tereza Čajkova (The University of British Columbia, Canada), Dino Kuperman Siwek (Terra Adentro, Brazil), Camilla Cardoso (Terra Adentro, Brazil), and Ninawa Huni Kui (Federation of the Huni Kui Indigenous People, Brazil)
Copyright: © 2021
|Pages: 23
DOI: 10.4018/978-1-7998-4402-0.ch001
Abstract
This chapter presents a selection of theoretical and pedagogical frameworks for global citizenship education (GCE) otherwise of the “Gesturing Towards Decolonial Futures” (GTDF) collective. The authors discuss the challenges of addressing the depth and complexity of existing global challenges, in particular as they relate to the questions of (un)sustainability and inherent systemic violence and injustices of modern societies. They begin by introducing the basic premises that guide the work of the GTDF collective and then proceed to map different (soft, critical, and beyond reform) approaches to GCE. The chapter also introduces the pedagogical metaphors/cartographies of the “House of Modernity,” the “Bus,” and the “In Earth's CARE” pedagogical framework and provides links and references to other pedagogical experiments, developed by the collective.