ABSTRACT

This introduction presents an overview of key concepts discussed in this book. The book describes the environmental communication scholarship that challenges conventional academic orientations, which tend to reproduce dominant Western premises of "nature" as a separate, passive backdrop or a mute store of resources. It explains the basic question of how environmental communication pedagogy embodies and imparts the contexts, assumptions, and principles. The book focuses on ways educators are creatively adapting pedagogy to engage learners in environmental communication and how teachers can (re)orient and (re)locate the classroom. It examines ways social constructionism and symbolic interactionism contribute to the development of reflective and meta-reflective competence in environmental communication education. The book shows the pedagogical practices especially designed to engage learners in local and far-reaching environmental issues to help them invigorate their voice and their efficacy. It provides a practical repertoire of activities and exercises educators can use in their own teaching.