The EcoJustice Review: Educating for the Commons

Welcome to The EcoJustice Review: Educating for the Commons. The EcoJustice Review is an international juried forum created to address the revitalization of the world’s diverse commons. We recognize such efforts as essential alternatives to the current drive to globalize the West’s consumer and technologically dependent Culture. The EcoJustice Review is founded upon the understanding that consumer-based cultures are highly responsible for the interrelated loss of cultural, biological and Linguistic Diversity across the planet. We offer this journal as a site for critical discussion around the contribution of ecojustice Education to revitalization efforts through the reform of public schools, universities and other educational relationships. We invite articles, monographs, and reviews that contribute to a better understanding of the following:

1. The specific contexts of different cultures resisting Globalization, and in particular how the achievement of ecojustice in these contexts is critical to reversing the current rate of environmental degradation.
2. The ideas of specific theorists who have made fundamental contributions to ecojustice education and revitalizing the commons of diverse cultures (e.g. Vandana Shiva, Ivan Illich, Wendell Berry, Helena Norberg Hodge, Gregory Bateson, etc). 
3. How a concern with ecojustice leads to curriculum reforms at all levels of the educational process that address both environmental degradation and social justice concerns simultaneously (rather than addressing these as separate or competing domains). 
4. Specific educational reforms drawing upon the diversity of sustainable cultural practices and knowledge of local eco-systems. 
5. Concrete examples for how educators can help students think critically about the consumer culture we live in, while at the same time recognizing which traditions of their culture contribute to a sustainable commons. 
6. The problem of cultural colonization characterizing educational reforms that are based on pre-ecologically aware assumptions. 

The many ways in which public schools and universities currently reinforce the spread of an industrial, consumer based culture undermining the self-renewing capacity of natural systems and the Intergenerational Knowledge that provides alternatives to a consumer dependent existence. Since the primary purpose of the journal is to contribute to the achievement of ecojustice within different cultures, we discourage manuscripts that fail to take account of specific cultural and environmental contexts, and that represent Western metaphors as representing what all the peoples of the world should aspire to base their lives upon.