Teaching Land as an Extension of Self: The Role of Ecopsychology in Disrupting Capitalist Narratives of Land and Resource Exploitation

Ecopsychology, which investigates the human-nature relationship, draws on marginalized ways of knowing such as Native American Shamanism, “whole earth thinking,” and the dynamic feminine (Gomez & Kanner, 1995). Impediments of literal classroom walls and systemic bias against unquantifiable course outcomes limits traditional pedagogy. Traditional pedagogical approaches to environmental curriculum reinforce perceived helplessness in the face of capitalist forces which identify land only as explotiable “other” (hooks, 2011). This paper describes a university English classroom's radical Ecopedagogy without spatial impedences and state policed “standards” that no longer enforce normative identity constructs. In this Ecopedagogy, students explore Biophilia, which awakens a powerful, dormant identity, expanding the self to include the entire biosphere.

Environmental Education and Practices in Canada, Turkey & Pakistan at Primary Level: A Content Analysis

The current investigation was directed to analyze environmental education and practices in curriculum adopted in Pakistan, Turkey, and Canada at the primary level. For this purpose, General Science textbooks of the public schools in Ontario (Canada), Istanbul (Turkey), and Rawalpindi (Pakistan) were explored and their practical implementation was studied as primary data for the year 2008-2015. A close content analysis of the inscribed curriculum revealed that over time, Canada has taken significant steps to incorporate the elements of environmental awareness as their curricula and trained the teachers to deal effectively with environmental education, leading to creating awareness in problems and their solution among children regarding concepts of waste management, littering and sustainability. Topics related to awareness about reducing, recycle, reuse, and ecosystems were a vital part of the environmental curriculum and practices in Turkey. Exploring climate change and the environment was found to be part of the Science curriculum in Pakistan. However, the practical activities regarding environmental education were relatively less in Pakistan as the implementation of the curriculum is not in its mature stages. Comparison of the study reveals that incorporating environmental projects benefitting from national and international organizations in Pakistan would help as they have contributed constructively in creating awareness in the education sector in Turkey and Canada.

Study on Thinking Paradigms Changes in Environmental Educational Systems

The current major concerns of mankind with regard to biodiversity, food safety and security, demographic growth, pollution, the energy crisis, ecosystem productivity, environmental protection and environment are only a part of the contemporary concerns that environmental education must say the word. An analysis of the situations that generates global environmental problems highlights the need for an extensive environmental curriculum with studies on human behavior, crisis and disaster management, bioeconomics, psychology of thinking styles, neuroscience, etc. The design of new programs should be directed to proactive behaviors and leadership, to entrepreneurship and innovation, with a direct impact on the ability to find solutions to solve environmental problems.

IMPLEMENTASI PROGRAM ADIWIYATA DI SD NEGERI BHAYANGKARA YOGYAKARTA

SD Negeri Bhayangkara Yogyakarta is one of the Adiwiyata schools in DIY Province that implements the Adiwiyata program. The purpose of this research is to know the implementation of Adiwiyata program as well as to know the supporting factors and factors inhibiting the implementation of Adiwiyata program in Bhayangkara State Elementary School Yogyakarta.The type of this research is descriptive qualitative. Subjects used are principals, Adiwiyata school teams, students, and teachers. Meanwhile, the object of this research is the implementation of Adiwiyata program in Bhayangkara State Elementary School. Data collection was obtained through interview, observation, and documentation.The results of Adiwiyata program implementation in Bhayangkara State Elementary School based on four components are as follows. 1) Environmentally sound policies are contained in school vision, mission and objectives, curriculum structure content integrated with PPLH efforts, and RKAS schools allocated 20% for PPLH activities. The inhibiting factor of this policy is that there are some students who have no concern for the environment. 2) The environment-based curriculum uses the 2013 curriculum containing environmental materials. The inhibition of environmental curriculum is the existence of some teachers who are less understanding and less creative in developing learning.Participatory activities involving all members of the school and community elements to participate in PPLH activities. But there are still some parents who have not fully understood the activities of the school. 4) Eco-friendly facilities and infrastructure owned quite a lot and quite complete and used for learning. But there are still some facilities and infrastructure that have not been used optimally.

IMPLEMENTASI PROGRAM ADIWIYATA DALAM PENGELOLAAN LINGKUNGAN SEKOLAH DI SMPN 3 SUKABUMI

This article was written to analysed (1) Implementation of Adiwiyata Programme in SMPN 3 Sukabumi that is the policy with vision of environmental, curriculum execution based of environmental, environmental activity based of partisipation, equipment management supported of environmental friendliness and resistance execution of Adiwiyata Programme (2) Behavioral of school citizen into management school environmental. This research to use descriptive cualitatif method. The selection of research subject with purpossive method. Data were collected by using interview, square observation, and documentation. The finding of the research showed that (1) Implementation of Adiwiyata Programme in SMPN 3 Sukabumi to pass the policy will vision of environmental like a visi, misi and school purpose ready inserted in the protection and management environmental policy. Curiculum execution based of environmental like a monolitic and integration, environmental activity based of partisipation like a “Gerebek Sampah” and “Sampah Balad Kuring” programme, equipment management supported of environmental friendliness like to use the school area to like chemists, green house, fishpond, and bank sampah. Resistance execution of Adiwiyata Programme was not yet to prepare laboratory and equipment supported to PLH study, school area still narrow, and canteen still to use plastical stuff to food packing. Citizen of SMPN 3 Sukabumi was behavioral is mind in environmental management like is planting and take care of croop, to select and throwing away garbage, to using economize water, electric and paper. Key words: Adiwiyata programme, behaviour, environmental management.