About the Eco-Justice Press
The purpose of the Eco-Justice Press is to provide a venue for scholars, writers, and activists who wish to contribute to educational reforms that focus on ecologically and culturally sustainable theories, ideas, issues and practices. We seek to promote an advanced level of informed discussion by classroom teachers, university professors, and the general public about the role of education in making the transition to a sustainable future. Thus, we invite others to participate in a critique of traditional patterns of thinking and values that underlie an individualistic/consumer-dependent/industrial culture, and in articulating a more social and eco-justice paradigm.
An international editorial board and members of a larger team of scholars and practitioners will review manuscripts submitted to the Eco-Justice Press. While acknowledging the grass roots changes taking place worldwide, such as school and community organic gardens, recycling efforts, the “greening” of buildings, and local traditions of community self-sufficiency, the Eco-Justice Press reviewers will assess the quality and suitability of manuscript submissions that focus on pedagogical and curricular reforms that address the cultural roots of the ecological crisis. Moreover, special attention will be given to analyses and reform proposals that take account of differences in cultural ways of knowing, existing traditions of ecologically sustainable practices, and how to promote ecologically sustainable thinking across the curriculum. We seek manuscripts that are informed by an awareness of diverse scholarly traditions in the social sciences and humanities that focus on a deep understanding and critique of cultural traditions that continue to exacerbate the ecological crisis, social injustice, and the colonization of other cultures. We are intent on promoting traditions that strengthen community traditions of mutual support, intergenerational knowledge, and skills that reduce dependence upon consumerism, and that reinforce the exercise of ecological intelligence.
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Featured Books:
No one has thought more deeply about the role of education as a cause of the deepening ecological crisis than Chet Bowers. And few have thought more constructively about how to repair that breach by a thoroughgoing transformation of both education and culture. Highly recommended for students, administrator, and the concerned public. —David Orr, Professor of Environmental Studies, Oberlin College, and author of Ecological Literacy and Earth in Mind
Chet Bowers is undoubtedly one of the most important thinkers of out time—why? He cuts through the fog of conventional educational discourse and identifies our core issue: humans depend on the Earth and each other to live a good life. It’s about time educational practices start to reflect this, and Bowers shows us how we can do it. —Rolf Jucker, Director, Swiss Foundation for Environmental Education. Berne, Switzerland, and author of Our Common Illiteracy: Education as if the Earth and People Mattered.
Chet Bowers has been warning us for decades about the coming environmental crisis and the need for educational institutions to take notice and prepare. Bowers continues to offer persuasive arguments about the need for us to help ourselves before it is too late, and he offers a set of maps by which we may do that. —Susan Edgerton, Professor, Massachusetts College of Liberal Arts and past Vice President of American Association for Advanced Curriculum Studies, and co-author of Imagining the Academy: Higher Education and Popular Culture.
Educating for an Ecologically Sustainable Future makes a significant contribution to teacher education and curriculum studies by provoking readers to seriously consider the tension between the world we are bringing forth and the world we wish to bring forth. By providing radical alternatives for classroom and community-based learning, the author makes ecologically minded forms of education possible. —Jennifer Thom, Faculty of Education, University of Victoria, and author of Re-rooting the Learning Space
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Praise for University Reform in an Era of Global Warming: Bowers’ deep and thoughtful critique of the university in the context of cultural colonization and ecological destruction lead to recommendations for reform that go to the root assumptions of higher education. It is radical in its approach and refreshing for its willingness to challenge higher education dogma. —Paul Rowland, Executive Director, Association for the Advancement of Sustainability in Higher Education If you are interested in deep educational change then it is essential to understand how colleges and universities reproduce embedded cultural assumptions. Chet bowers cuts through to the essence of this challenge. Read Bowers to understand how the reconstruction of the cultural commons leads to resilient ecological intelligence, meaningful academic leadership, and education for sustainable livelihoods. —Mitchell S. Thomashow, President of Unity College, and author of Ecological Identity, and Bringing the Bioshere Home
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