This panel or roundtable seeks to provoke discussions of teaching in communities, institutions, and contexts that challenge our efforts as sustainability and environmental educators. This panel or roundtable, in the words of the conference’s theme, will “look down, under, beneath, and below” to explore the “imaginative aesthetic, critical, pedagogical and activist responses” we engage when we find ourselves blocked by the very contexts and environments in which we teach our subjects.
We welcome pedagogical narratives, literary analyses, and personal reflections that consider the professional and intellectual tensions of designing, enacting, and revising curricula and pedagogy in environmental literatures and/or sustainability within unsustainable environments, broadly conceived.
Possible topics and questions may include but are not limited to the following:
How do we talk about sustainability and practice education for sustainability in regions where natural environments may be compromised or depleted, and in some cases are becoming more so?
How do we reinvent ourselves, environmental literature, ecocriticism inside and outside our classrooms?
How do we practice and talk about sustainability education in campus climates where administrative policies and practices do not foster professionally sustainable conditions?
How do we practice and talk about sustainability education in states whose political “climates” willfully exploit and deplete material and human resources in higher education?
How might we take into account the contemporary reality of academia, in which faculty may not work in the places they’re from, may be non-tenure-track or part-time faculty working across multiple campuses, might teach online or through distance education, and may regularly be on the market?
In what ways do the specific literatures we teach or the pedagogical approaches we take provide opportunities for engaging with many of the issues outlined above?
How might we honor environmental literatures and traditional ecological knowledges despite the cultural, political, and/or socioeconomic forces that resist environmental and ecological understanding and praxis?
In what ways are we able, and in what ways are we challenged, to sustain our own personal and professional “resources” as creative educators, collaborators, and people in places?
Please send abstracts of 150 words by November 30, 2014, to Scott Hicks (email@example.com) and Jane Haladay (firstname.lastname@example.org) of the University of North Carolina, Pembroke.
Jane Haladay, Ph.D., and Scott Hicks, Ph.D.
Departments of American Indian Studies and English, Theatre & Foreign Languages
U of North Carolina, Pembroke
1 University Drive
Pembroke, N.C. 28372
(910) 521-6000 Email: email@example.com
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