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Ecological Studies in Education

Series editors: Jackie Seidel, University of Calgary and Mijung Kim, University of Alberta


Ecological ways of thinking, being and doing are fundamentally relational and responsible. They begin with the understanding that social justice and ecological justice cannot be imagined separately, and that human health and the health of the planet, including all non-human kin, are interconnected. The 21stcentury presents many urgent challenges for the continuance of diverse life on earth. Even while the most compassionate, thoughtful and holistic responses to these challenges are required, there is a rise of extreme right-wing and populist politics reflected in ignorance and violence both against diverse humans and towards nature (i.e., increased extractivism, monocultures, conflicts over oil and other resources, etc.). In this time of rapid loss of planetary biodiversity (6thMass Extinction), and the interrelated loss of human cultural/linguistic diversity, what are ways of thinking, being and doing in education that support, nurture and heal planetary health for future generations of living beings? What are ways of thinking, being and doing in education that do not separate the human from what is considered ‘nature’?


This series publishes imaginative scholarship that seeks to untangle Education’s long history of participation in colonialism, industrialization, patriarchy, anthropocentrism and other forms of oppression, and that seeks to heal and create relationships that have been and continue to be broken by practices and processes of hierarchy and fragmentation. Under the neoliberal framework of competitiveness, the pressure of standardization in the current system of schooling is ever increasing locally and globally, marginalizing creativity and empowerment of ethical being and action. We welcome scholarship that connects the pedagogical and curricular with ecological disciplines including ecofeminism, ecopsychology, ecopedagogy, eco-economics, ecospirituality, and Indigenous ways of knowing. 


Work by minority groups and women is prioritized, particularly work that critically stories regenerative ways of understanding, relating and learning in formal and non-formal educational environments. Arts-based, storytelling, and other interpretive methodologies are encouraged.

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