http://worldcat.org/entity/work/id/191934239

Renegade and relevant : American women's visions and voices in ecocritical theory and pedagogical practice

This dissertation attempts to bridge the divide between ecocritical scholarship and environmental-literary instruction. Recently, an expanding awareness of environmental crisis has led to increasingly mainstream discussions of environmental relatedness and sustainability and, consequently, to the burgeoning of courses, curricula, and programs designed to promote environmental education and education for sustainable development. In spite of rapidly expanding ecocritical scholarship in the field of literature and the environment, however, little attempt is being made by scholars to share with other educators the knowledge they have gained. As evidence of the divide between scholarship and educational practice, I first examine the disparity between the rich variety of authors and environmental perspectives considered in ecocritical theory and the narrow range of literary voices that still dominate environmental discourse in educational experiences. In the remaining chapters, rather than argue for specific teaching practices, I attempt to offer a model of "renegade" engagement for ecocriticism in contemporary, mainstream discourse.

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