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Challenging the Nature—Culture Binary Through Urban Environmental Education  

Marijke Hecht

Environmental conditions facing our local and global communities in the early 21st-century demand an urgent shift in education toward fostering healthy multispecies communities through stronger relationships between human and more-than-human beings. Environmental education, which has long pushed for interdisciplinary pedagogies that connect people and place, is well positioned to serve this aim. However, for the field to continue to develop and meet the challenges of the 21st century, it needs to address its roots as an outgrowth of science education where entrenched Eurocentric perspectives, such as human exceptionalism and the persistence of a nature–culture binary, are pervasive. These perspectives contribute significantly to the ongoing extraction of natural resources and degradation of habitats, which are tied to pressing environmental issues such as climate change and biodiversity loss. For environmental education to effectively impact learning in ways that lead toward a lasting protection of people and the planet, the field must be more critical of its roots and practices. Urban environmental education, which takes place where the majority of people live globally and in landscapes where humans and more-than-human beings are in close proximity, has the potential to challenge existing practices and continue to grow the field. Rethinking the nature–culture binary and the insistence on human exceptionalism are necessary for transformational improvements to the local landscape and planetary health. Two existing approaches that can support field-level change are critical place-based and Indigenous L/land-based pedagogies, which are drawn from different traditions but both support the transformation of relations between human and more-than-human beings. However, this requires an interrogation of if and/or how non-Indigenous scholars might take up Indigenous philosophies and pedagogies respectfully and ethically.

Article

Mentoring Epistemologies Beyond Western Modalities  

Carol A. Mullen

Commitment to mentorship, while necessary to benefit mentoring parties, is insufficient to work with the complexities of contemporary educational settings, especially in pursuit of engagement and learning for all. Mentoring that makes a profound difference for all participants, worldwide, is oriented at the outset to call into question such organizational constraints as hegemony, hierarchy, and culture. Traditional versus alternative approaches to mentoring is a critical binary that can be differentiated in the abstract. However, context and culture are existing organizational realities for which mentoring forms, enactments, and activities (such as mentoring circles) either perpetuate the status quo or produce significant change. Thus, alternative mentoring approaches work within both the traditional view of mentoring and any alternative to it.

Article

The Artist-Teacher  

Esther Sayers

Artists who teach or teachers who make art? To explore the identity of the artist-teacher in contemporary educational contexts, the ethical differences between the two fields of art and learning need to be considered. Equity is sought between the needs of the learner and the demands of an artist’s practice; a tension exists here because the nurture of the learner and the challenge of art can be in conflict. The dual role of artist and of teacher have to be continually navigated in order to maintain the composite and ever-changing identity of the artist-teacher. The answer to the question of how to teach art comes through investigating attitudes to knowledge in terms of the hermeneutical discourses of “reproduction” and “production” as a means to understand developments in pedagogy for art education since the Renaissance. An understanding of the specific epistemological discourses that must be navigated by artist-teachers when they develop strategies for learning explicate the role of art practices in considering the question: What to teach? The answer lies in debates around technical skills and the capacity for critical thought.