ABSTRACT

This editorial is an ecopedagogical reading of a double special issue on environmental justice and education. Discussed is how the different scholars argued, in diverse and coinciding ways, how environmental teaching can, and must, de-distance environmental violence upon the othered (often coinciding with socio-historical oppressions) and the rest of Nature. Environmental teaching to identify, deconstruct and then disrupt ideological distancing “their” socio-environmental oppressions from “our” wellbeing and distancing the world (i.e., all humans and human populations) from the rest of Earth is essential in environmental pedagogies. Ecopedagogy is grounded for praxis emergent from such disruptive de-distancing. This editorial argues with the scholars through the following themes: de-distancing humanization and planetarization to counter fatalism, de-distancing “development” and citizenships (i.e., local-to-planetary citizenship spheres) with the othered and the rest of Nature, and de-distancing world-Earth throughout all schooling levels.

摘要

这篇社论是关于环境正义与教育的双重特刊的生态学阅读。讨论的是不同的学者如何以不同且一致的方式争论，环境教学如何并且必须如何消除环境暴力对另一方（通常与社会历史压迫相吻合）和自然界的其余部分。在环境教学法中，进行环境教学以识别，解构然后破坏意识形态上的“他们”的社会环境压迫，使他们“远离”我们的福祉，并使世界（即所有人类和人类）远离地球其他地方。生态教学法是基于这种破坏性的走远路而产生的实践。这篇社论通过以下主题与学者们进行了辩论：脱离人性化和行星化以对抗宿命论，