Curriculum, Environment, and the Work of C. A. Bowers: Ecological and Cultural Perspectives

This edited volume explores ecological approaches to curriculum theory, highlighting the contributions of the late Chet A. Bowers, emphasizing the links between curriculum studies, social justice, and environmental education, and illustrating how Bowers' ideas can inform future approaches to schooling, teacher education, research, and Indigenous communities to address the global ecological crisis.

Format: Paperback / softback
Length: 222 pages
Publication date: 09 January 2023
Publisher: Taylor & Francis Ltd

This edited volume significantly expands ecological approaches to curriculum theory by acknowledging and leveraging the profound contributions of the late Chet A. Bowers to curriculum and ecological studies on a global scale. The chapters in this collection offer comprehensive explanations of Bowers' central contributions to the field, encompassing his insightful identification of the linguistic roots of ecological degradation, his compelling argument for the integration of sustainability into school curricula, and his pioneering principles of cultural commons, eco-justice, and ecological intelligence. By building upon these ideas and emphasizing the interconnectedness between curriculum studies, social justice, and environmental education, the text showcases how Bowers' insights must shape future approaches to schooling, teacher education, research, and Indigenous communities in order to effectively address the urgent global ecological crises we currently face.

This text is of immense value to researchers, academics, and educators with a keen interest in curriculum studies, sustainability education, and environmental studies, in particular. Those with an interest in the sociology of education, educational change, and school reform will also find this book to be highly informative and valuable.

The editors of this edited volume have done an exceptional job in bringing together a diverse range of scholars and experts from various fields to contribute their insights and perspectives to this important topic. The chapters are well-organized, well-researched, and provide a wealth of knowledge and insights that will be of great benefit to readers.

One of the key strengths of this text is its ability to bridge the gap between curriculum theory and environmental education. By recognizing the interconnectedness between these two fields, the editors have created a framework that allows for a more holistic and comprehensive understanding of education and its role in addressing environmental challenges.

Another notable aspect of this text is its emphasis on the contributions of the late Chet A. Bowers to the field of curriculum and ecological studies. Bowers was a visionary leader who recognized the importance of integrating environmental concerns into education and worked tirelessly to promote this vision. His ideas and principles continue to inspire and shape the field today, and this edited volume serves as a tribute to his legacy.

The chapters in this volume cover a wide range of topics, including the role of language in ecological degradation, the need for sustainable curricula, the principles of cultural commons, eco-justice, and ecological intelligence, and the connections between curriculum studies, social justice, and environmental education. Each chapter is written by experts in their respective fields, and the authors provide a wealth of evidence and examples to support their arguments.

One of the most interesting chapters in the text is titled "The Linguistic Roots of Ecological Degradation." In this chapter, the authors argue that the way

This edited volume significantly expands ecological approaches to curriculum theory by acknowledging and leveraging the profound contributions of the late Chet A. Bowers to curriculum and ecological studies on a global scale. The chapters in this collection offer comprehensive explanations of Bowers' central contributions to the field, encompassing his insightful identification of the linguistic roots. The chapters in this collection offer comprehensive explanations of Bowers' central contributions to the field, encompassing his insightful identification of the linguistic roots of ecological degradation, his compelling argument for the integration of sustainability into school curricula, and his pioneering principles of cultural commons, eco-justice, and ecological intelligence. By building upon the ideas and emphasizing the interconnectedness between curriculum studies, social justice, and environmental education, the text showcases how Bowers' insights must shape future approaches to schooling, teacher, education, research, and Indigenous communities in order to effectively address the urgent global ecological crises we currently face.

This text is of immense value to researchers, academics, and educators with a keen interest in curriculum studies, sustainability education, and environmental studies, in particular. Those with an interest in the sociology of education, educational change, and school reform will also find this book to be highly informative and valuable.

The editors of this edited volume have done an exceptional job in bringing together a diverse range of scholars and experts from various fields to contribute their insights and perspectives to this important topic. The chapters are well-organized, well-researched, and provide a wealth of knowledge and insights that will be of great benefit to readers.

One of the key strengths of this text is its ability to bridge the gap between curriculum theory and environmental education. By recognizing the interconnectedness between these two fields, the editors have created a framework that allows for a more holistic and comprehensive understanding of education and its role in addressing environmental challenges.

Another notable aspect of this text is its emphasis on the contributions of the late Chet A. Bowers to the field of curriculum and ecological studies. Bowers was a visionary leader who recognized the importance of integrating environmental concerns into education and worked tirelessly to promote this vision. His ideas and principles continue to inspire and shape the field today, and this edited volume serves as a tribute to his legacy.

The chapters in this volume cover a wide range of topics, including the role of language in ecological degradation, the need for sustainable curricula, the principles of cultural commons, eco-justice, and ecological intelligence, and the connections between curriculum studies, social justice, and environmental education. Each chapter is written by experts in their respective fields, and the authors provide a wealth of evidence and examples to support their arguments.

One of the most interesting chapters in the text is titled "The Linguistic Roots of Ecological Degradation." In this chapter, the authors argue that the

This edited volume significantly expands ecological approaches to curriculum theory by acknowledging and leveraging the profound contributions of the late Chet A. Bowers to curriculum and ecological studies on a global scale. The chapters in this collection offer comprehensive explanations of Bowers' central contributions to the field, encompassing his insightful identification of the linguistic roots. The chapters in this collection offer comprehensive explanations of Bowers' central contributions to the field, encompassing his insightful identification of the linguistic roots of ecological degradation, his compelling argument for the integration of sustainability into school curricula, and his pioneering principles of cultural commons, eco-justice, and ecological intelligence. By building upon the ideas and emphasizing the interconnectedness between curriculum studies, social justice, and environmental education, the text showcases how Bowers' insights must shape future approaches to schooling, teacher education, research, and Indigenous communities in order to effectively address the urgent global ecological crises we currently face.

This text is of immense value to researchers, academics, and educators with a keen interest in curriculum studies, sustainability education, and environmental studies, in particular. Those with an interest in the sociology of education, educational change, and school reform will also find this book to be highly informative and valuable.

The editors of this edited volume have done an exceptional job in bringing together a diverse range of scholars and experts from various fields to contribute their insights and perspectives to this important topic. The chapters are well-organized, well-researched, and provide a wealth of knowledge and insights that will be of great benefit to readers.

One of the key strengths of this text is its ability to bridge the gap between curriculum theory and environmental education. By recognizing the interconnectedness between these two fields, the editors have created a framework that allows for a more holistic and comprehensive understanding of education and its role in addressing environmental challenges.

Another notable aspect of this text is its emphasis on the contributions of the late Chet A. Bowers to the field of curriculum and ecological studies. Bowers was a visionary leader who recognized the importance of integrating environmental concerns into education and worked tirelessly to promote this vision. His ideas and principles continue to inspire and shape the field today, and this edited volume serves as a tribute to his legacy.

The chapters in this volume cover a wide range of topics, including the role of language in ecological degradation, the need for sustainable curricula, the principles of cultural commons, eco-justice, and ecological intelligence, and the connections between curriculum studies, social justice, and environmental education. Each chapter is written by experts in their respective fields, and the authors provide a wealth of evidence and examples to support their arguments.

One of the most interesting chapters in the text is titled "The Linguistic Roots of Ecological Degradation." In this chapter, the authors argue that the

This edited volume significantly expands ecological approaches to curriculum theory by acknowledging and leveraging the profound contributions of the late Chet A. Bowers to curriculum and ecological studies on a global scale. The chapters in this collection offer comprehensive explanations of Bowers' central contributions to the field, encompassing his insightful identification of the linguistic roots. The chapters in this collection offer comprehensive explanations of Bowers' central contributions to the field, encompassing his insightful identification of the linguistic roots of ecological degradation, his compelling argument for the integration of sustainability into school curricula, and his pioneering principles of cultural commons, eco-justice, and ecological intelligence. By building upon these ideas and emphasizing the interconnectedness between curriculum studies, social justice, and environmental education, the text showcases how Bowers' insights must shape future approaches to schooling, teacher education, research, and Indigenous communities in order to effectively address the urgent global ecological crises we currently face.

This text is of immense value to researchers, academics, and educators with a keen interest in curriculum studies, sustainability education, and environmental studies, in particular. Those with an interest in the sociology of education, educational change, and school reform will also find this book to be highly informative and valuable.

The editors of this edited volume have done an exceptional job in bringing together a diverse range of scholars and experts from various fields to contribute their insights and perspectives to this important topic. The chapters are well-organized, well-researched, and provide a wealth of knowledge and insights that will be of great benefit to readers.

One of the key strengths of this text is its ability to bridge the gap between curriculum theory and environmental education. By recognizing the interconnectedness between these two fields, the editors have created a framework that allows for a more holistic and comprehensive understanding of education and its role in addressing environmental challenges.

Another notable aspect of this text is its emphasis on the contributions of the late Chet A. Bowers to the field of curriculum and ecological studies. Bowers was a visionary leader who recognized the importance of integrating environmental concerns into education and worked tirelessly to promote this vision. His ideas and principles continue to inspire and shape the field today, and this edited volume serves as a tribute to his legacy.

The chapters in this volume cover a wide range of topics, including the role of language in ecological degradation, the need for sustainable curricula, the principles of cultural commons, eco-justice, and ecological intelligence, and the connections between curriculum studies, social justice, and environmental education. Each chapter is written by experts in their respective fields, and the authors provide a wealth of evidence and examples to support their arguments.

One of the most interesting chapters in the text is titled "The Linguistic Roots of Ecological Degradation." In this chapter, the authors argue that the

Weight: 366g
Dimension: 152 x 229 x 17 (mm)
ISBN-13: 9781032035628