Ecopedagogy and Youth Digital Media Projects: Podcasting to Develop Ecoliteracy and Creative Activism

Authors: Pariss Garramone*, York University
Topics: Higher Education, Environment, Canada
Keywords: ecopedagogy, ecoliteracy, youth, podcasts
Session Type: Paper
Day: 4/13/2018
Start / End Time: 3:20 PM / 5:00 PM
Room: Muses, Sheraton, 8th Floor
Presentation File: No File Uploaded





The importance of developing ecoliteracy (Kahn, 2010) as a goal of environmental and sustainability education involves helping students to understand how ecosystems function, and the complex relationships between nature and society. Richard Kahn’s (2010) critical ecopedagogy extends the work of Orr, Greenwood and Freire to include critical media literacy as an essential component of ecoliteracy. As Kahn (2012) states “robustly critical forms of media, computer, and multimedia literacies need to be developed…because educators (along with citizens everywhere) will need to devise ways to produce and use these technologies to realize a critical oppositional ecopedagogy that serves the interests of the oppressed” (p. 52). What Kahn points towards is a type of creative activism (Harrebye, 2015). Harrebye describes, creative activism uses new media, is process oriented and project based, where the goal is to provoke reflection and pose questions (p. 128).
I use these ideas in the development of my curriculum for the third year undergraduate Environmental and Sustainability Education course, where I have students compose and produce a capstone Podcast Project, which allows students to critically engage with alternative media as a form of creative activism. Developing writing assignments that are authentic enables students to become more proficient with disciplinary communication (Bean, 2011; Beaufort, 2007; Carter, 2007; Carroll, 2002). This presentation will highlight the podcast work of three students and we will have an opportunity to engage with their podcasts and reflections on their learning.

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