ARTICLES.

In this article I address three issues: (1) the nature and importance of an eco-justice pedagogy, (2) how an eco-justice pedagogy differs from the recommendations of critical pedagogy theorists who rely upon key root metaphors (e.g., emancipated individualism, linear view of progress, anthropocentrism) that co-evolved with the Industrial Revolution and are now the basis of the globalization process, and (3) the reforms that need to he undertaken in teacher education in order for teachers to balance critical inquiry with helping students recognize and participate in the noncommodified aspects of community life. The latter will involve giving special attention to what teachers need to understand about how the language of the curriculum is based on root metaphors that organize thinking in ways that ignore environmental racism and the marginalization of different cultural approaches to community not oriented toward dependency upon modern technology and consumerism. [ABSTRACT FROM AUTHOR]

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