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Journal of Pedagogy

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Social, cultural, and ecological justice in the age the Anthropocene: A New Zealand early childhood care and education perspective

Jenny Ritchie Ph.D.
  • Te Puna Akopai – School of Education, Te Whare Wānanga o te Ūpoko o te Ika - Victoria University of Wellington, PO Box 600, Wellington, 6140, AOTEAROA – NEW ZEALAND
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Published Online: 2016-03-05 | DOI: https://doi.org/10.1515/jped-2015-0012


Educators have an ethical responsibility to uphold the wellbeing of the children, families and communities that they serve. This commitment becomes even more pressing as we move into the era of the Anthropocene, where human induced climate changes are disrupting the planet’s systems, threatening the survival of not only humans, but of eco-systems and the earth’s biodiversity. This paper draws upon examples from Aotearoa (New Zealand) to demonstrate ways in which a critical pedagogy of place informed by local traditional knowledges can inform early childhood education whilst also enhancing dispositions of empathy towards self and others, including more-than-human others.

Keywords: early childhood; anthropocene; pedagogies of place; Māori; New Zealand


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About the article

Published Online: 2016-03-05

Published in Print: 2015-12-01

Citation Information: Journal of Pedagogy, Volume 6, Issue 2, Pages 41–56, ISSN (Online) 1338-2144, DOI: https://doi.org/10.1515/jped-2015-0012.

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© by Jenny Ritchie. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. BY-NC-ND 4.0

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