ABSTRACT

This chapter explores ways in which participants engaging in critical pedagogy praxis in Nepal generated subjective learning themes related to environment and society. All critical pedagogical thought draws heavily from critical theory and is bound to the work of the Frankfurt School, and, among them, Herbert Marcuse. While Freirian critical pedagogy has been perceived as falling short on addressing environmental issues, ecopedagogy carries certain a priori assumptions that direct pedagogy toward a more just world both socially and ecologically. Readers will undoubtedly note that Insider Windows followed, by design, a Freirian praxis of critical pedagogy redeveloped to accommodate the use of video narratives. There may exist new and innovative ways in which to introduce topical environmental themes into a praxis. Conscientization occurs through the interplay of two types of knowledge: outsider knowledge and insider knowledge. Through the coproduction of knowledge, the praxis was value-formative.