Education in a culture of violence: a critical pedagogy of place in wartime |
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| Authors: | David A Greenwood |
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| Institution: | (1) Washington State University, Pullman, WA, USA |
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| Abstract: | What is the role of education in wartime? To what extent should environmental and science educators directly address violent
conflict and a culture of prolonged war? This article gestures with empathy toward all educators who are working in wartime.
It posits that a critical pedagogy of place provides a theoretical framework that contextualizes all environmental work and
all education in the context of cultural politics. I argue that a fundamental component of a critical, place-based inquiry
must be acknowledging the contested history of colonization with respect to land (environment) and homeland (culture). I cannot
think of a place on the planet where this history is as complex and contested than it is in Israel and Palestine. However,
colonization and its legacy is a shared reality around the world, and acknowledging the context of colonization should not
be limited to inquiry in places where the bombs are still smoldering and where the rubble has yet to be cleared. Acknowledging
colonization may be especially appropriate in the US, where the historical record of militarized colonization remains hidden
behind the myths of global “progress” for the world’s remaining “superpower.” |
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