Abstract
How is the university connected to the pressing social and environmental problems that confront citizens in its region? What sorts of communities will students build in this changing cultural and environmental landscape as a result of their experiences in education? In this article I explore how an ethnobotany seminar uses critical pedagogy of place to engage students in the social, economic, and ecological relationships beyond the university campus. I describe how ethnobotany, the study of plants used by human cultures, is one way for students to explore the epistemology of Western science and traditional ecological knowledge. In this course, I encouraged students to ask, What counts as science? Whose knowledge is valued? What knowledge can sustain our communities? In our ethnobotany seminar, the topic of access and quality of water in the Southwest became a focal point for understanding the relation between place, epistemology, and ecojustice.
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