Spatializing environmental education: Critical territorial consciousness and radical place-making in public schooling

References

• Apple, M. W. (2003). The state and the politics of knowledge. New York, NY: RoutledgeFalmer.
   Google Scholar
• Biersack, A., & Greenberg, J. B. (Eds.). (2006). Reimagining political ecology. Durham, NC: Duke University Press.
   Google Scholar
• Carvalho, I. C. M. (2008). Educação ambiental no Brasil [Environmental education in Brazil]. In Salto para o Futuro: Educação ambiental no Brasil. Brasília, Brazil: Ministério da Educação.
   Google Scholar
• Dagnino, E. (1998). Culture, citizenship, and democracy: Changing discourses and practices of the Latin American left. In S. E. Alvarez, E. Dagnino, & A. Escobar (Eds.), Cultures of politics, politics of cultures: Re-visioning Latin American social movements (pp. 33–63). Boulder, CO: Westview Press.
   Google Scholar
• Ekers, M., Loftus, A., & Mann, G. (2009). Gramsci Lives! Geoforum, 40(3), 287–291.
   Web of Science ®Google Scholar
• Escobar, A. (2001). Culture sits in places: Reflections on globalism and subaltern strategies of localization. Political geography, 20(2), 139–174.
   Web of Science ®Google Scholar
• Fernandes, B. M. (2009). Sobre a tipologia de territórios [On a typology of territories]. In M. A. Saquet, & E. S. Sposito (Eds.), Territórios e territorialidades: Teoria, processos e conflitos (pp. 197–215). São Paulo, Brazil: Expressão Popular.
   Google Scholar
• Ferrare, J. J., & Apple, M. W. (2010). Spatializing critical education: Progress and cautions. Critical Studies in Education, 51(2), 209–221.
   Web of Science ®Google Scholar
• Fischman, G. E., & McLaren, P. (2005). Rethinking critical pedagogy and the Gramscian and Freirean legacies: From organic to committed intellectuals or critical pedagogy, commitment, and praxis. Cultural Studies↔Critical Methodologies, 5(4), 425–446.
   Google Scholar
• Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.
   Google Scholar
• Haymes, S. (1995). Race, culture and the city: A pedagogy for Black urban struggle. Albany, NY: State University of New York Press.
   Google Scholar
• Horton, M., & Freire, P. (1990). We make the road by walking: Conversations on education and social change. Philadelphia, PA: Temple University Press.
   Google Scholar
• Giroux, H. A. (2001). Theory and resistance in education: Towards a pedagogy for the opposition. Santa Barbara, CA: Greenwood Publishing Group.
   Google Scholar
• Gonzalez-Gaudiano, E. (2007). Schooling and environment in Latin America in the third millennium. Environmental Education Research, 13(2), 155–169.
   Google Scholar
• Gramsci, A. (1971). Selections from the Prison Notebooks of Antonio Gramsci (H. Quintin & N. S. Geoffrey, Trans. & Eds.). New York, NY: International Publishers.
   Google Scholar
• Greenwood, D. A. (2008). The best of both worlds: A critical pedagogy of place. Environmental Education Research, 14(3), 308–324.
   Web of Science ®Google Scholar
• Gulson, K. N., & Symes, C. (Eds.). (2007). Spatial theories of education: Policy and geography matters. London, England: Routledge.
   Google Scholar
• Huckle, J. (1993). Environmental education and sustainability: A view from critical theory. In J. Fien (Ed.), Environmental education: A pathway to sustainability (pp. 43–68). Geelong, Australia: Deakin University Press.
   Google Scholar
• Huckle, J. (1999). Locating environmental education between modern capitalism and postmodern socialism: A reply to Lucie Sauvé. Canadian Journal of Environmental Education, 4(1), 36–45.
   Google Scholar
• Hursh, D., Henderson, J., & Greenwood, D. (2015). Environmental education in a neoliberal climate. Environmental Education Research, 21(3), 299–318.
   Web of Science ®Google Scholar
• Kipfer, S. (2002). Urbanization, everyday life and the survival of capitalism: Lefebvre, Gramsci and the problematic of hegemony. Capitalism Nature Socialism, 13(2), 117–149.
   Google Scholar
• Lefebvre, H. (1991). The production of space. Oxford, England: Blackwell.
   Google Scholar
• Loureiro, C. F. B. (2004). Educação ambiental transformadora. In P. P. Layragues (Ed.), Identidades da educação ambiental brasileira (pp. 65–84). Brasília, Brazil: Ministério do Meio Ambiente.
   Google Scholar
• Loureiro, C. F. B., & Layrargues, P. P. (2013). Ecologia política, justiça e educação ambiental crítica: perspectivas de aliança contra-hegemônica. [Political ecology, justice, and critical environmental education: Perspectives from counter-hegemonic alliances]. Trabalho, Educação e Saúde, 11(1), 53–71.
   Google Scholar
• McKenzie, M. (2012). Education for y'all: Global neoliberalism and the case for a politics of scale in sustainability education policy. Policy Futures in Education, 10(2), 165–177.
   Google Scholar
• McKenzie, M., Bieler, A., & McNeil, R. (2015). Education policy mobility: Reimagining sustainability in neoliberal times. Environmental Education Research, 21(3), 319–337.
   Web of Science ®Google Scholar
• Meek, D. (2015a). Learning as territoriality: The political ecology of education in the Brazilian Landless Workers' Movement. Journal of Peasant Studies, 42(6), 1179–1200.
   Web of Science ®Google Scholar
• Meek, D. (2015b). Towards a political ecology of education: The educational politics of scale in southern Pará, Brazil. Environmental Education Research, 21(3), 447–459.
   Web of Science ®Google Scholar
• Mignolo, W. (2012). Local histories/global designs: Coloniality, subaltern knowledges, and border thinking. Princeton, NJ: Princeton University Press.
   Google Scholar
• Misiaszek, G. (2012). Transformative environmental education within social justice models: Lessons from comparing adult ecopedagogy within North and South America. In D. N. Aspin, J. D. Chapman, K. Evans, & R. Bagnall (Eds.), Second international handbook of lifelong learning (pp. 423–440). Dordrecht, The Netherlands: Springer.
   Google Scholar
• Moore, D. S. (1996). Marxism, culture, and political ecology. Environmental struggles in Zimbabwe's Eastern Highlands. In R. Peet, & M. Watts (Eds.), Liberation ecologies: environment, development, social movements (pp. 125–147). London, England: Routledge.
   Google Scholar
• Robertson, S. L., Bonal, X., & Dale, R. (2002). GATS and the education service industry: The politics of scale and global reterritorialization. Comparative Education Review, 46(4), 472–495.
   Web of Science ®Google Scholar
• Sack, R. (1986). Human territoriality: Its theory and history. Cambridge, England: Cambridge University Press.
   Google Scholar
• Sato, M., Silva, R., & Jaber, M. (2014). Between the remnants of colonialism and the insurgence of self-narrative in constructing participatory social maps: towards a land education methodology. Environmental Education Research, 20(1), 102–114.
   Web of Science ®Google Scholar
• Smith, N. (1984). Uneven development: Nature, capital, and the production of space. Athens, GA: University of Georgia Press.
   Google Scholar
• Soja, E. W. (1980). The socio-spatial dialectic. Annals of the Association of American Geographers, 70(2), 207–225.
   Web of Science ®Google Scholar
• Stahelin, N., Accioly, I., & Sánchez, C. (2015). The promise and peril of the state in neoliberal times: Implications for the critical environmental education movement in Brazil. Environmental Education Research, 21(3), 433–446.
   Web of Science ®Google Scholar
• Stevenson, R. B. (2007). Schooling and environmental education: Contradictions in purpose and practice. Environmental Education Research, 13(2), 139–153.
   Google Scholar
• Tuck, E., McKenzie, M., & McCoy, K. (2014). Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research. Environmental Education Research, 20(1), 1–23.
   Web of Science ®Google Scholar
• Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 1–40.
   Google Scholar