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

Abstract

ABSTRACTIn this case study of an environmental education (EE) program run in public schools of Rio de Janeiro, I use a constructivist spatial analytic to interrogate notions of space, place, and territory in critical EE practices. I examine the connections between socioenvironmental relations, counter-hegemonic political activity, and education by delving into the ideological characteristics of this EE effort, which seeks to subvert the reproduction of capitalist social relations. This case study shows that critical territorial consciousness can be used as a political strategy of representation and recognition for subjugated classes engaging in radical place-making within exploited territories. I find that critical pedagogies of place ideologically attuned to territoriality can foster a spatialized—in a sense, grounded—approach to the emancipatory ideals of decolonization.