ABSTRACT
One of the dominant challenges facing educational reformers educated in the last decades of the 20th century is recognizing how the conceptual frameworks for understanding the social justice issues of that era failed to address what scientists were reporting about climate change. Certain changes need to be considered in becoming part of the effort to slow the rate of environmental degradation and in recognizing how the globalization of the West's modernizing and progressive agenda continues its messianic tradition of economic and technological colonization. Ecologically sustainable community-centered lifestyles also represent zones of safety from the predatory practices of the hackers, scammers, and surveillance systems that now exist in communities throughout the world. The curriculum should also introduce students to how the ideology of market liberalism/libertarianism continues to undermine what remains of the cultural commons of different cultures, as well as how according high status to print and digital-based knowledge serves to undermine the cultural commons.
