ABSTRACT
This chapter tells the story of discoveries using engaged learning and integrative pedagogies that transformed a multidisciplinary seminar on the challenges of unsustainability begun in 1999 for first-year college students. This story also illuminates possible ways students and teachers can enable each other's learning. Students are learning new and paradoxical information from indigenous cultures, which the dominant Euro-American culture has oppressed and degraded and sometimes eliminated. The students are cautioned to not romanticize the very hard way of life of hunter-gatherers, who had much shorter life expectancies than people living in the industrialized culture and who existed in very diverse tribes. Ecojustice education critically examines a worldview organized by a logic of the domination and explains to the teachers and the students means of transforming the constituent social and environmental relationships, including such relationships within their own local communities.
