Creative Disruptions in the Subway of Critical Environmental Pedagogy

Abstract

This paper reflects on the process of developing a pedagogy that uses experiential learning and disruption in environmental education practice to challenge students to develop critical thought. We examine our practice with university students in an Environment and Culture course, and focus on the processes that can transform disruption into an opportunity. We recognize that creative disruptions may not only be valuable to students, but also provide an opportunity for instructors to critically assess teaching practices. Bringing together the course content (critical environmental thought) with pedagogical theory and practice, we present the unfolding of an environmental pedagogy which aims to create symmetries between course content, our teaching methods, and student learning.