ABSTRACT
This chapter looks at the pedagogy of recognition as a form of EcoJustice Education. It demonstrates how to rewrite the masculine identity through art practice in such a way that it can challenge the concept of human identity, the hierarchical relationship between human and nature, and the other dualisms typical to Western culture. The chapter discusses the hierarchized binary model, typical of Western culture, limits the identities of both women and men. It connects the investigations of masculinity to the criticism of rationality and human domination of nature, and tie all of these together with the concept of recognition. In order to build both socially and ecologically sustainable practices in pedagogy, we need to overcome not just our individualistic but also anthropocentric attitude. The pedagogy of recognition does not only aim to reveal the problems of modern thinking, but it helps, not just to imagine, but to actually see and feel, what else could be.
