ABSTRACT
This chapter explains an inside-out classroom model for teaching environmental communication, as well as environmental studies and the many related fields of learning. It illustrates an ecocultural orientation to pedagogy, which takes culture and its contexts as a starting point for understanding human ecological relations. The chapter describes the inside-out classroom model, its transformative goals, and specific techniques to achieve those goals. It discusses inside-out pedagogical practices of nurturing ecocultural change agents in the students and in themselves. The inside-out classroom model is one response and takes its name inspiration from the evocatively named "flipped classroom", which precedes class time with online lectures and reading discussions to reserve meeting time for hands-on high concept engagement. The inside-out model focuses on ways to respectfully open and connect learners' inner life experience—their queries, understandings, abilities, passions—to course concepts and frameworks, and to extend knowledge building and engagement outside classroom walls and institutional boundaries.
