ECO-PEDAGOGICAL LITERATURE: EXPLORING LITERATURE-BASED LEARNING TO IMPROVE ENVIRONMENTAL LITERACY

Abstract

This paper explores the potential of eco-pedagogical literature as a trans-formative approach to cultivating environmental literacy among learners. By harnessing the power of literary narratives, this pedagogy fosters emo-tional connections, critical thinking, and creative expression, transcending traditional classroom boundaries. Firstly, the paper delves into the capacity of literary works to cultivate empathy and forge emotional bonds with the natural world. Through vivid descriptions and explorations of human-nature relationships, literary narratives can evoke visceral responses, fostering a deeper appreciation for the intricate web of life. Secondly, the paper ex-amines how eco-pedagogical literature fosters critical thinking by decon-structing dominant narratives and interrogating the ideological underpin-nings of environmental discourses. By engaging with literary texts that challenge anthropocentric perspectives, learners develop a nuanced un-derstanding of environmental issues and confront their unconscious bias-es. Thirdly, the paper highlights the role of eco-pedagogical literature in promoting creative expression and envisioning alternative futures. Through poetry, fiction, and personal narratives, learners can articulate their envi-ronmental concerns, advocate for change, and co-create narratives that capture the essence of sustainable living. By integrating interdisciplinary perspectives, fostering community engagement, and embracing diverse cultural narratives, eco-pedagogical literature offers a holistic and inclusive approach to environmental education, empowering learners to become active agents of change and responsible global citizens.