1st Edition
Environmental Communication Pedagogy and Practice
Introducing Environmental Communication Pedagogy and Practice Tema Milstein, Mairi Pileggi, & Eric Morgan
Section One: (Re)conceptualizing the Environmental Communication Classroom
Chapter 1. From Negotiation to Advocacy: Linking Two Approaches to Teaching Environmental Rhetoric. Garret Stack and Linda Flower
Chapter 2. Pedagogy as Environmental Communication: The Rhetorical Situations of the Classroom. Jessica Prody
Chapter 3. Environmental Communication Pedagogy: A Survey of the Field. Joy Hamilton and Mark Pedelty
Chapter 4. Breathing Life into Learning: Ecocultural Pedagogy and the Inside-Out Classroom. Tema Milstein, Maryam Alhinai, José Castro, Stephen Griego, Jeff Hoffmann, Melissa M. Parks, Maggie Siebert, and Mariko Thomas.
Section Two: Diverse Practices in Teaching Environmental Communication
Chapter 5. The Role of Social Constructionism as a Reflexive Tool in Environmental Communication Education. Lars Hallgren
Chapter 6. "Deep Impressions": The Promise and Possibilities of Intercultural Experiential Learning for Environmental Literacy and Language Attitudes. Aaron Philips
Chapter 7. Further Afield: Performance Pedagogy, Fieldwork, and Distance Learning in Environmental Communication Courses. Mark Pedelty and Joy Hamilton
Chapter 8. Arts-Based Research in the Pedagogy of Environmental Communication. Geo Takach
Chapter 9. Developing Visual Literacy Skills for Environmental Communication. Antonio Lopez
Chapter 10. Teaching Environmental Journalism Though Distance Education. Gabi Mocatta
Section Three: Transformative Practice: Nurturing Change Agents
Chapter 11. Changing Our Environmental Future: Student Praxis Through Community Inquiry. Eli Typhina
Chapter 12. Storytelling as Action. Mairi Pileggi and Eric Morgan
Chapter 13. Insider Windows in Nepal: A Critical Pedagogy for Empowering Environmental Change Agents. Grady Walker
Chapter 14. Repair Cafés - Reflecting on Materiality and Consumption in Environmental Communication. Sigrid Kannengießer
Chapter 15. Cultivating Pride: Transformative Leadership and Capacity Building in the Rare-UTEP Partnership. Carlos A. Tarin, Sarah D. Upton, Stacey K. Sowards, Kenneth C. C. Yang
Section Four: Environmental Communication Pedagogy and Practice Toolbox
Chapter 16. "Moral Vision Statement" Writing Assignment Instructions for Students. Carrie P. Freeman
Chapter 17. Environmental Privilege Walk: Unpacking the Invisible Knapsack. Tema Milstein and Stephen Griego
Chapter 18. An Experiential Approach to Environmental Communication. Emily Plec.
Chapter 19. Greening Epideictic Speech. Jake Dionne
Chapter 20. Praxis-based environmental communication training: Innovative activities for building core capacities. Bridie McGreavy, Caroline Gottschalk Druschke, Leah Sprain, Jessica L. Thompson, Laura Lindenfeld
Chapter 21. Image(ination) and Motivation: Challenging Definitions and Inspiring Environmental Stakeholders. Mary Stroud
Chapter 22. Using Infographics. Antonio Lopez
Chapter 23. News Media Analysis. Carrie P. Freeman
Chapter 24. Newschart Assignment. Karey Harrison
Chapter 25. Speaking for/to/as Nature. Maggie Siebert
Chapter 26. Creating Emotional Proximity with Environment. Maria Clara Valencia
Chapter 27. Growing up with Animals (on screens). Gabi Hadl
Chapter 28. The Student-Run Environmental Communication Blog. Katherine Cruger
Biography
Tema Milstein is Presidential Teaching Fellow at the University of New Mexico, USA. She is an Associate Professor in the Department of Communication and Journalism, and Affiliate Faculty in the Geography and Environmental Studies Department, as well as the Sustainability Studies Program.
Mairi Pileggi is an Associate Professor in the Department of Communication and Media Studies, and Director of the Gender Studies Program at Dominican University of California, USA.
Eric Morgan is an Associate Professor in the Department of Communication Studies at New Mexico State University, USA.
In summary, Environmental Communication Pedagogy and Practice promises to be a welcome resource for both educators and researchers in making accessible first-hand accounts of transformational EC practices and in the heuristic value of these accounts in responding to what its authors rightly believe are exigencies that call for awareness and intervention in public arenas. As such, this volume warrants serious attention from those who are committed to the ideals of ‘transformative learning’ and the cultivation of ‘ecological citizenship’.
James Robert Cox, University of North Carolina, Environmental Education Research Journaul
