Forward
David T. Sobel and Paige P. Jackins
Prologue
Michael P. Mueller and Deborah J. Tippins
Poetry
Arthur J. Stewart
Table of Contents -----------
Chapter 1: The Need for Confluence: Why a "River" Runs Through It Deborah J. Tippins and Michael P. Mueller
----Section 1: EcoJustice----
Section Introduction: Nurturing Morally Defensible Environmentalism Michael P. Mueller and Deborah J. Tippins
Chapter 2: EcoJustice Education for Science Educators Rebecca A. Martusewicz, John Lupinacci, and Gary Schakenberg
Chapter 2a: Toward Awakening Consciousness: A Response to EcoJustice Education and Science Education Michael L. Bentley
Chapter 2b: Invoking the Sacred: Reflections on the Implications of EcoJustice for Science Education Maria S. Rivera Maulucci
Chapter 3: Local Matters, EcoJustice, and Community Opportunities of Village Life for Teaching Science Wolff-Michael Roth
Chapter 3a: Engaging the Environment: Relationships of Demography, EcoJustice, and Science Teacher Education in Response to Wolff-Michael Roth Kurt Love, Teddie Phillipson Mower, and Peter Veronesi
Chapter 4: Moral-Ethical Character and Science Education: EcoJustice Ethics through Socioscientific Issues (SSI) Michael P. Mueller and Dana L. Zeidler
Chapter 4a: What's Wrong with Genetic Engineering? Ethics, Socioscientific Issues, and Education Bradley D. Rowe
Chapter 4b: Action-Based Science Instruction: Service Learning, Stewardship, and Civic Involvement Jennifer Ponder and Amy Cox-Peterson
Chapter 5: Developing a Sustainable Agricultural Curriculum in Malawi: Reconciling a Colonial Legacy with Indigenous Knowledge and Practices George E. Glasson
Chapter 5a: When Elephants Fight, It is the Grass that Suffers Norman Thomson
Chapter 5b: Working for Change: Reflections on the Issue of Sustainability and Social Change Ajay Sharma
Section Summary: Questions for Copenhagen: EcoJustice Perspectives and Summary Deborah J. Tippins and Michael P. Mueller
----Section 2: Place-Based(Science) Education----
Section Introduction: Place-Based (Science) Education: Something is Happening Here Michiel van Eijck
Chapter 6: Educating-Within-Place: Care, Citizen Science, and EcoJustice Doug Karrow and Xavier Fazio
Chapter 6a: Invoking the Ontological Realm of Place: A Dialogic Response Jennifer Adams, Sheliza Ibrahim, and Miyoun Lim
Chapter 7: A Case Study of David, a Native Hawaiian Science Teacher: Cultural Historical Activity Theory and Implications for Teacher Education Pauline W.U. Chinn and David D. Maika'i Hana'ike
Chapter 7a: Deconstructing Chinn and Hana'ike: Pedagogy through an Indigenous Lens Suzanne L. Stewart
Chapter 7b: Critical Pedagogy of Place: A Framework for Understanding Relationships between People in (Contested) Shared Places Sonya N. Martin
Chapter 8: River Advocacy: Valuing Complex Systems as the Groundwork for River Relationships Tina Williams Pagan
Chapter 8a: Bringing the Invisible to Light: Art as Places for Advocacy Jamie Calkin
Chapter 8b: River Advocacy as a Case of/for Novelizing Discourse in Science Education Michiel van Eijck
Chapter 9: Implications of Sense of Place and Place-Based Education for Ecological Integrity and Cultural Sustainability in Diverse Places Steve Semken and Elizabeth Brandt
Chapter 9a: Responding to Place
David B. Zandvliet
Chapter 9b: Envisioning Polysemicity: Generating Insights into the Complexity of Place-Based Research within Contested Spaces Christina A. Siry
Section Summary: Place-Based Education as a Call from/to Action Michiel van Eijck
----Section 3: Indigenous Knowledge Systems----
Section Introduction: One Hundred Ways to Use a Coconut Jennifer D. Adams
Chapter 10: Traditional Ecological Knowledge (TEK), Border Theory and Justice Lyn Carter and Nicolas Walker
Chapter 10a: Considering the Consequences of Hybridity: Protecting Traditional Ecological Knowledge from Predation Deborah J. Tippins, June George, and Stacey Britton
Chapter 11: On Critical Thinking,

As the first book to explore the confluence of three emerging yet critical fields of study, this work sets an exacting standard. The editors' aim was to produce the most authoritative guide for ecojustice, place-based education, and indigenous knowledge in education. Aimed at a wide audience that includes, but is not restricted to, science educators and policymakers, Cultural Studies and Environmentalism starts from the premise that schooling is a small part of the larger educational domain in which we live and learn. Informed by this overarching notion, the book opens up ways in which home-grown talents, narratives, and knowledge can be developed, and eco-region awareness and global relationships can be facilitated. Incorporating a diversity of perspectives that include photography, poetry and visual art, the work provides a nuanced lens for evaluating educational problems and community conditions while protecting and conserving the most threatened and vulnerable narratives. Editors and contributors share the view that the impending loss of these narratives should be discussed much more widely than is currently the case, and that both teachers and children can take on some of the responsibility for their preservation.
The relevance of ecojustice to this process is clear. Ecojustice philosophy is a way of learning about how we frame, or perceive, the world around us-and why that matters. Although it is not synonymous with social or environmental justice, the priorities of ecojustice span the globe in the same way. It incorporates a deep recognition of the appropriateness and significance of learning from place-based experiences and indigenous knowledge systems rather than depending on some urgent "ecological crises" to advocate for school and societal change. With a multiplicity of diverse voices coming together to explore its key themes, this book is an important starting point for educators in many arenas. It brings into better focus a vital role for the Earth's ecosystems in the context of ecosociocultural theory and participatory democracy alike.
"Encompassing theoretical, empirical, and experiential standpoints concerning place-based knowledge systems, this unique book argues for a transformation of (science) education's intellectual tradition of thinking that emphasizes individual cognition. In its place, the book offers a wisdom tradition of thinking, living, and being that emphasizes community survival in harmony within itself and with Mother Earth." Glen Aikenhead