Ecopedagogy Disrupting Postdigital Divides of (Neo)Coloniality, (Eco)Racism, and Anthropocentricism: A Case Study

Looking at the growth of social media and ourselves being affected/absorbed by it, especially by digital monopolies, it becomes apparent that focusing on teaching critical media literacies is increasingly essential for socio-environmental justice and planetary sustainability and must continuously evolve along with technological ‘developments’. In this chapter we discuss the needs, possibilities, and challenges of teaching ecopedagogical literacies reinvented from Freirean pedagogies to critically read technologies through lenses of postdigitalism, media culture theories, globalizations, (de)coloniality, (eco)racism, (eco)feminism, queer theories, and Southern/Indigenous epistemologies, among others. After discussing oppressive and dominant divides, we argue that educators must teach through diverse models of ecopedagogies for praxis to disrupt unjust and unsustainable divides that other us from one another and from the rest of Nature. Through a case study of a higher education ecopedagogical course in which students created a mass literacy campaign to disrupt these divides, we discuss first-hand the key ecopedagogical needs, challenges and possibilities for disrupting and sometimes bridging socio-environmental divides. We conclude by arguing that understanding of and fighting for justice and sustainability (within and beyond the anthroposphere) must occur both inside and outside of digital spaces.