1st Edition

Curriculum, Environment, and the Work of C. A. Bowers Ecological and Cultural Perspectives

    242 Pages 5 B/W Illustrations
    by Routledge

    242 Pages 5 B/W Illustrations
    by Routledge

    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.

    Chapter 1. An Introduction to the Curriculum and Environmental Scholarship of C.A. (Chet) Bowers

    David J. Flinders

    Part I: Ecological Approaches to Curriculum Discourse

    Excerpt for Part I from: Bowers, C. A. (1996). The cultural dimensions of ecological literacy. Journal of Environmental Education, 27(2).

    Chapter 2. Co/inspiriting Ecological Conversations with Chet A. Bowers (1935–2017) and Ted T. Aoki (1919–2012)

    Jennifer S. Thom

    Chapter 3. Reconceptualizing ‘Experience’ for the Anthropocene

    Kathleen Kesson

    Chapter 4. Beyond the Binary of Bowers

    Jeff Edmundson

    Chapter 5. Steps to an Ecology of Mindful Teaching in Friluftsliv (Outdoor Life) Education: Revisiting the Works of C.A. Bowers and Arne Naess for a Deep Ecocultural Approach

    Per Ingvar Haukeland

    Part II: Curriculum of the Commons

    Excerpt from: Bowers, C. (2016). Reforming higher education in an era of ecological crisis and growing digital insecurity. Anoka, MN: Process Century Press.

    Chapter 6. On Traditions and the Commons: A Material Feminist Analysis

    Audrey M. Dentith

    Chapter 7. A Curriculum of the Commons: Learning in Detroit and Beyond

    Rebecca A. Martusewicz

    Chapter 8. Lessons from a Pandemic: Can We Reclaim Our Cultural and Environmental Commons?

    Susan Huddleston Edgerton

    Part III: Eco-Justice Curriculum

    Excerpt for Part III from: Bowers, C. A. (2002). Toward an eco-justice pedagogy. Environmental Education Research, 8(1), 21-34.

    Chapter 9. Developing Ecological Literacy as a Habit of Mind in Teacher Education through

    Ecojustice Progressive Curricula

    Kelly Young

    Chapter 10. Coyote and Raven Encounter Chet Bowers in Conceptual Time-Space: Ecojustice

    Pedagogies of the Land

    Peter Cole and Pat O’Riley

    Chapter 11. Developing Literacies through Place-based Poetic Inquiry: A Curriculum of Movement, Travel, and Writing

    Andrejs Kulnieks

    Chapter 12. Ecocritical Pedagogies: (Re)Imagining Education for Diversity, Democracy

    and Sustainability as Eco-Justice Curriculum

    Johnny Lupinacci


    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.