Cripping environmental education: rethinking disability, nature, and interdependent futures

Abstract

AbstractIn this article, I call for a cripping of environmental education as a necessary move in shifting away from the field’s current conceptions of disability as defect and deficiency, and towards disrupting the structures and processes that operate as normalizing technologies within ableism/sanism. Through an examination of the ways that the field of environmental education has/has not engaged critical disability politics, I illuminate how disability is not often included within environmental education literature. When it is, it is often through the use of disability as metaphor or through recommendations for best practices in accommodating disabilities. More often though within environmental education, disability has operated as a hidden curriculum, underpinning much of the field’s curricular, pedagogical, and even philosophical foundations. Through a cripping of the field these compulsory able-bodied/able-minded assumptions are made apparent. I suggest that by centering crip bodies and minds through cripistemologies, we might enable new ways of knowing, being in, connecting to, and understanding the natural world.