Editorial: transdisciplinary ecopedagogies

This Special Issue critically and collectively considers what transdisciplinary ecopedagogy might mean in the context of children’s education in a time of planetary crisis. Inspired by Angela Antunes and Moacir Gadotti’s (2005) conviction that ecopedagogies are the pedagogies needed to meet the Earth Charter, this Special Issue proposes ways to pursue a new set of pedagogies that are not solely shaped by or founded upon western imaginaries of education, curricula, teaching and learning, and are inclusive of diverse perspectives, including those of the Global South, drawing on an international diversity of ecopedagogic thinking applied to curriculum, teaching, educational and thoughtful practice. Global warming and the climate crisis threaten our very existence in myriad urgent ways and therefore merits an intense focus on pedagogic practices. ‘Ecopedagogies’ is a term in use since the twentieth century, but it is in the twenty-first that the need to consider it has become crucial. Teaching ecocritically, to understand and take issue with human exceptionalism and the complex aspects of environmental issues from local to global perspectives and knowledges, as well as through the scholarship of multiple disciplines, is essential to determine actions for lasting changes toward environmental wellbeing and planetary survival.