Recentering Educational Praxis and the Educator’s Role through Community-Based Eco-Critical Pedagogy: Toward a Transformative Paradigm During (and After) the Pandemic
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Abstract
This article aims to examine: 1) educational praxis space of critical pedagogy inspired by new social movements; 2) the turn in critical pedagogy toward eco-critical pedagogy; and 3) eco-critical pedagogy as a transformative pedagogical approach during and after the pandemic. Drawing upon what the author learned from the Black Lives Matter movement as well as social and environmental-oriented and critical education movements, which arose as responses to injustices and social sufferings before and during Covid-19, the author provides an eco-critical pedagogical framework for university teaching. This framework allows educators to move beyond an anthropocentric worldview and toward a transformative praxis based on community partnership and engagement that foster reflexivity, diversity, and sustainability.
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