ࡱ> ' 4bjbj :8TdTd ''''';;;;D;1[L G1I1I1I1I1I1I1$47fm1-'m1''1:$:$:$''G1:$G1:$:$r-T. 46# .31101.z8$8..8'/ :$m1m1:$18 : A Mathematics Education for the Environment: Possibilities for Interrupting All Forms of Domination Mark Wolfmeyer1 and John Lupinacci2 1Kutztown University of Pennsylvania, 2Washington State University Abstract In this article, we first review an ecocritical trend in curriculum studies, as it might relate to projects in mathematics education for the environment, by highlighting a call to interrelate issues of social and environmental justice and confront Western habits of mind rooted in a logic of domination and human-centric thinking. Relevant ecofeminist thinking further supports our review of such curricular work. Next we analyze a handful of existing scholarship in mathematics education as it relates to this ecocritical trend, revealing that ecocritical mathematics teaching and learning currently exists, albeit without an explicit grounding in ecofeminist theory or ecocritical work. Finally, to motivate further mathematics education work rooted more directly by these considerations, we share an example curricular project titled A Story of Incarceration. As an example of mathematics education for the environment that is rooted in ecocritical curriculum studies, learners partaking in the unit will acquire mathematics content related to rate, ratio, proportion, and scale drawing while directly interrelating issues of social and environmental justice and confronting the anthropocentric worldview at the heart of Western industrial culture. Introduction Describing a mathematics education for the environment, this article introduces lines of inspiration and influence from two domains in the literature and then applies one of these domains as a framework for an examination of the other. First, emerging research in mathematics education for the environment and, second, the ecocritical trend in curriculum studies both are bodies of research comprised of numerous variations and deep theoretical underpinnings. It is our assertion that these domains are two areas of research that we are suggesting are not mutually exclusive and can come together in support of a necessary critical examination of educational efforts in support of social justice and sustainability in Western industrial culture. In what follows, we develop a theoretical exposition of mathematics education for the environment, introduce an ecocritical framework in curriculum studies, and then apply the latter to the former efforts to understand how such mathematics education projects may benefit efforts to teach mathematics in support of social justice and sustainability. With this application, and in line with the goals of this special issue, this article seeks to illuminate the possibilities with/in a mathematics education for the environment that we recognize as responsive to the interrelated challenges of climate change, species extinction, and food production not as events related solely to environmental concerns but in connection with deeply-rooted cultural patterns of thoughts and actions undergirded by what ecofeminist philosopher Karen Warren (1990) calls a logic of domination and how such assumptions support social injustice and environmental degradation throughout Western industrial culture. As two former secondary math teachers from urban classrooms in North America, we engage in this work drawing from those experiences and how they influence our current work now as education researchers and teacher educators. Currently scientists from a wide variety of disciplines have designated major changes in the environment and have renamed our current time period noting that the Holocene (meaning entirely recent), is an outdated term and proposing that Anthropocene (combining human with the new) might be a more accurate identifier. Some scientists and environmental activists believe that changing the name of our current time period would elicit much-needed attention to the inevitable disastrous effects humans and non-humans are experiencing, and will continue to experience, because of human-induced climate change. Possibly more alarming is that such a change in name is intended to connote that we are either in, or on the precipice of, the next mass extinction. Despite the ongoing debates about the extent to which such shifts are possible given the scale of human impacts on the environment, scientists agree: Human-kind has caused mass extinctions of plant and animal species, polluted the oceans and altered the atmosphere, among other lasting impacts (Stromburg 2013, p. 1) and in the fall of 2015 a group of scientists published a paper commissioned by the International Geological Congress stating that indeed this new epoch speculated is functionally and stratigraphically distinct from the Holocene (Waters et. al, 2015, p. 1) and that such causes can be linked to specific major historical shifts in the growth and expansion of Western industrial culture. Furthermore, such growth has contributed to an increase in CO2 emissions that has been linked to changes in climate that contribute to increased floods, droughts, famine, and war (American Meteorological Society 2012; Anderegg 2010; Doran and Zimmerman 2009; Intergovernmental Panel on Climate Change 2015; Oreskes 2004). Confronted by this reality, we assert that it is critical that teacher educators, and education researchers, address how schools play a role in fostering and developing a human-centric worldview, and how this worldview is impacting both humans and the more-than-human (Abram 1999) world. Rather than continue to name the problem, we are working to find cracks in the system that allow for inquiry that widens those cracks allowing for possibility. While these cracks are metaphorical they mimic cracks in the concrete where a seed below sometimes several inches of sidewalk or parking lot emerges through the cement or asphalt seeking sunlight. In other words we believe in the possibilities of mathematics for fostering teaching and learning that confronts current dominant assumptions informing behaviors and exploration and implementation of practices supportive of a very different world. Holloway (2010) suggests that when working toward a different worldfor us in this work a world disciplined by dominant conceptions of Western industrial culture or logics of dominationwe seek to break from these undergirding logics by opposing such dominant conceptions and proposing alternatives. Holloway explains: If all we do is oppose then we simply follow in their footsteps. Breaking means that we do more than that, that we seize the initiative, that we set the agenda. We negate, but out of our negation grows a creation, an other-doing, an activity that is not determined by money, an activity that is not shaped by the rules of power. (2010, p. 3) In other words, we argue that a mathematics education for the environment can, and must, work to negate the particular and deeply held habits of mind of Western industrial culture that contribute to both environmental and social catastrophes and foster the creation of or reconnection with habits of mind supportive of social justice and sustainability. In developing our review of the ecocritical trend in curriculum studies, we bring together Karen Warren's (1990) work introducing a logic of domination with Val Plumwoods (2002) critique of anthropocentrismor human-centric thinkingas a foundation for a thorough explication of ecocritical perspectives in educational studies (e.g. Bowers 1993, Kahn 2010, Martusewicz, Edmundson, and Lupinacci 2015; Lupinacci and Happel-Parkins 2015, 2016). After which, we argue for a critique of human supremacy that can be related to the critical work emerging from mathematics education for the environment (e.g. Coles et al. 2013, Renert 2011). As a start, the content in Coles et al. (2013) provides a mathematics education that we read as supporting learning to recognize and resist human supremacy by, e.g., mathematizing the ethical production of food and the human impact regarding species diversity. As a second example, Renert (2011) discusses the potential for mathematics education to engage with the sustainability revolution, a concept suggestive that humans be decentered. Following those and other examples the paper argues for an interpretation of mathematics education for the environment by drawing on the theoretical connections between human supremacy and related logic structures for centric thinking, such as white supremacy and male supremacy via ecofeminist scholarship (e.g. Plumwood, 1990; Warren 1990). We assert that such a new system exists in the possibilities of mathematics education for the environment and share a project in development rooted in alleviating and eliminating social injustices and environmental degradation together through a holistic and ecological mathematics education as a pathway toward interrupting and learning to think beyond the current logics of domination pervasive in Western industrial culture. Concluding, we argue that such possibilities are a viable strategic choice in which mathematics education for the environment will receive greater play when connected with social justice issues more explicitly and in connection with the imminent need to address climate change. In the final section of the paper, we provide examples through a narrative account of how we are experiencing and envisioning an ecocritical mathematics education for the environment via a description of our curriculum project A Story of Incarceration. By including the mathematics of rate, ratio, proportion, and scale drawing while also mathematizing ethical considerations regarding the incarceration of both people and animals, the unit directly presents mathematics education for the environment through the unsettling of logics of domination contributing to environmental degradation as well as social injustice. Theoretical Exposition: An Ecocritical Framework in Curriculum Studies In this section, we review an ecological perspective in curriculum studies and with a particular focus on one strand, an ecocritical framework, for the potentialities that exist in application to a mathematics education for the environment. Drawing from an EcoJustice educational framework (Martusewicz et al. 2015) and contributing to the ecological perspectives in education research (Lupinacci and Happel-Parkins 2015, 2016; Wolfmeyer, Lupinacci, and Chesky, in press), we define an ecocritical work in curriculum studies as including three interrelated aspects: examining the root assumptions in Western industrial culture and how such assumptions lead to habits that have detrimental impacts on social and environmental systems; examining how the links and interrelations between a logic of domination and the everyday actions and behaviors prevalent in Western industrial culture contribute to inequities such as racism, classism, sexism, ableism, anthropocentrism, and so on; and examining and identifying how to teach or share skills and habits of mind that support socially just and environmentally sustainable communities. (Adapted from Lupinacci and Happel-Parkins 2016, p. 41) The primary discussion in what follows highlights how a consistent logic of domination undergirding Western industrial culture is reproduced via the interrelated nature of language, culture and the associated habits of mind that constitute the human position as superior to all other beings. Such developments in education draw heavily from ecofeminist scholarship, a strand that we focus on in the second half of this section. In selecting key elements from these fields for this theoretical exposition, we aim to provide those considerations that might develop mathematics education for the environment curricular units that simultaneously oppose the logic of domination while proposing ecological, anti-hierarchical ways of being. Primarily, an ecocritical theoretical review calls attention to the interrelated nature of the environmental and social crises, proposing them as in fact one social crisis. Accordingly, and with our curricular example in the final section, we explore the aforementioned third aspect of an ecocritical framework through proposing that mathematics education for the environment can stress the consistent logics throughout environmental and social problems to greater transformative effect. Furthermore, we will claim, the aspects of an ecocritical framework especially resonate with mathematics education in a way that present openings, or possibilities, with/in mathematics education for the environment to rethinking, or reconsidering, how we understand ourselves in relationship to one another and the more-than-human world. More generally, we find that ecofeminismspecifically the ecofeminist construct of a logic of dominationoffers a departure point for theorizing ecocritical curricular projects specific to knowledges and contexts, such as mathematics education. Such ecocritical efforts in this article in relationship to mathematics education require that we focus a concentrated attention to language, culture, and education; doing so requires us to consider EcoJustice theory. Understanding the language/culture relationship allows for the examination of how Western culture has emerged from a specific set of cultural practices and historical events, as well as the need for educators to take action to address these deeply rooted cultural assumptions. EcoJustice theory builds upon key contributions from Bateson (1972) that frame what has developed into what are referred to by Martusewicz et al. (2015) as discourses of modernity. Drawing from postmodernism and ecofeminism they define discourses of modernity as the specific set of discourses that together create our modern, taken-for-granted value hierarchized worldview (p. 86). The critical examination of these discourses, or shared cultural meanings, is complex and allows for the multidimensional analysis of language and culture in connection with taken-for-granted assumptions regarding what is valuable and helpful, what is harmful, and how these concepts are applied. Tending to the first two aspects of an ecocritical framework, we highlight how EcoJustice theory call for educators that recognize how language shapes culture and that culture is understood by how we interpret the differences that make a difference (Bateson 1972, p. 315; Bowers 2011). In other words, everything we understand is constituted by the metaphors of our language and that all meaning is a product of difference and the differentiating process. Simply stated, all meaning is relational. This distinguishes EcoJustice as an ecocritical process that differs from other pedagogical approaches that engage in a deep analysis of culture without consideration of language and the historical roots of the patterns shaping how we think and act. Language is a process that carries forward ways of thinking from the past. This is significant in that all languaging processesand we assert that mathematics is linguistically mediatedinclude past ways of thinking, are framed by and reproduce the assumptions of the culture. For example, Bateson (1972) writes about the way Cartesian thinking and Occidentalor Westernassumptions create the illusion of a separation existing between mind and environment. C.A. Bowers (1993) writes about root metaphors and the master metaphorical templates in reference to how metaphors in an industrial culture differ from metaphors for a sustainable culture; and Martusewicz et al. (2015) explain how the ways that we identify and behave are created though discursive patterns rooted in language that are complex exchanges of meaning that use metaphor (p. 66). Western industrial culture is thus defined by the languaging processes being passed on, and includes deeply embedded assumptions like anthropocentrism (human-centered), ethnocentrism (race and/or ethnicity centered), androcentrism (male-centered), and other life-threatening centric discourses that come from mytho-poetic narratives and prominent attitude changing experiences. The codes of these mythopoetic narratives and prominent experiences are embedded into metaphorsand more specifically, root metaphors. These root metaphors work together to shape discourses that provide the framework of a culture. They are passed on generation to generation, having great influence on values, problem solving, habits, and traditions. It is important to address the ways in which we are shaped by language because the dominant root metaphors discursively determine what is marginalized or silenced. Educators using an EcoJustice Education framework emphasize how industrialized Western thinking, and the habits it shapes, contributes to a culture of social violence and ecological destruction. By examining the ways in which language works, EcoJustice educators suggest that we ought to work toward alternative root metaphors that replace modern discourses with life sustaining discourses that are rooted in ecology rather than the Cartesian individual. To make the connections between language and mathematics education, we next review another major influence on an ecocritical framework, ecofeminism. Ecofeminism, Human Centrism, and A Logic of Domination Ecofeminism is invested in critiquing and eliminating all forms of domination, not just those forms that directly impacts humans. Ecofeminist scholars suggest that the unjust suffering inflicted upon women and the subjugation and destruction of nature in patriarchal cultures is inherently connected, and they insist that liberating work cannot be done in isolation. Ecofeminists, including Warren (1990, 2000), Plumwood (1993, 2002), and Gaard (1993), illustrate how all forms of domination and hierarchy are connected, mutually supportive, and in need of elimination. While we are aware of the more recent work of critical feminist scholars like Barad (2017) and Braidotti (2013, 2017)and we are very much reading them both closely in this article we stay foundationally with Plumwood and Karen Warrens perspectives. Plumwoods examination of anthropocentrism focuses a logical structure for centric thought and Warren makes clear the kinds of hierarchies and logic structure that we are confronting to teach for the disruption of human supremacy. Warren (1990) names the underlying understanding of and justification for oppression via hierarchized binaries the logic of domination (p.128). According to Warren, within a Western logic of domination, value-hierarchized thinking in conjunction with value-dualism as hierarchical binaries inform how we conceptualize relationships, and how we therefore justify how we act in the world. Warren (1990) defines a conceptual framework as a set of basic beliefs, values, attitudes, and assumptions which shape and reflect how one views oneself and ones world (p. 127). Building from this understanding of a conceptual framework Warren asserts these frameworks as a socially constructed lens through which we see the world and that some conceptual frameworks are oppressive. Drawing from feminism, Warren explains how an oppressive conceptual framework that is patriarchal works to justify, rationalize, and maintain the subordination of women. Extending such oppressive frameworks to the subjugation of natureand really every observed difference Warren highlights the intersectionality of what the oppressive conceptual framework that she explains functions through a logic of domination. Providing a logic structure, that also depends on a value system, for the rationalization ofand moral justification forthe subjugation of anyone, or anything, deemed subordinate in comparison to a value-hierarchy of Eurocentric ideals, Warren (1990) explains: A logic of domination is not just a logical structure. It also involves a substantive value system, since an ethical premise is needed to permit or sanction the just subordination of that which is subordinate. This justification typically is given on grounds of some alleged characteristic (e.g., rationality), which the dominant (e.g., men) have and the subordinate (e.g., women) lack. (p. 128) While Warren is not arguing that as humans we do not engage in hierarchal thinking or even that we ought not associated value-hierarchies with thinking, rather she urges us to consider that we as humans have the potential to critically rethink how we value and organize thought. In other words, the problem is not that we as humans interpret difference and organize those interpretations into meaning and behaviors but that we do that through an oppressive conceptual framework. For example, let us assume that we share the basic belief that as human beings we have the capacity to consciously reshape the communities in which we live. So that we might even recognize that in social structures of community our human potential to impact our social and ecological relationships is, for the sake of this example, more impactful than say grass, leaves, earth worms or children. Moving back to the fact that it is not oppressive to recognize the different capacities between a blade of grass or an entire field of grass, and a human or a group of them; but rather what happens next in a logic of domination is that the difference is of say human thought versus that of the grass is understood as morally superior to any other existing being. For example, in Euro-centric culture tracing back this understanding we can refer to Valades (1579) woodcut titled Great Chain of Being for evidence of this modern logic model in which the artwork illustrates a Western European construction of one God and angelic beings at the top, humans nextspecifically males, animals, birds, reptiles and insects further down, then plants, then rocks and minerals. In accordance with this we have been taught that we are part of a Great Chain of Being and thus have become entrenched in a logic model of rooted in domination. What happens next in these logics is that difference is recognized and understood in relationship to the human-being (or self) position as situated as superior to all other beings. Such an assumption is based on a logic of reasoning that starts with the fundamental premise dominant in Western industrial culture that humans are superior to grass, or rocks, or birds, or other humans with less human characteristics or values. Warren provides a clear reasoning for this logic: For any X and Y, if X is morally superior to Y, then X is morally justified in subordinating Y (p. 129). Following this example, let X be a human, or group of humans, and let Y be grass. Any conceptual framework recognizes the distinct differences between grass and humans, but this particular logic of domination then follows that if humans are morally superior to grass, or plants, then humans are morally justified in the subordination of grass. Lets extend this example to show how a logic of domination works in social relations. Let X this time be a person that is male and identifies/performs as a man, and let Y be any other person but lets pick a person that is female and identifies/performs as a woman. In any conceptual framework of course there are some observable differences but in a logic of domination, an oppressive conceptual framework rife with patriarchy and other value-hierarchized assumptions, if X is morally superior to Y, which is certainly the case with patriarchy, then men are morally justified in the subjugation of women. This of course is what we are working against but we suggest that we must understand it as part of the process in order to rethink such reasoning and propose an ecocritical conceptual framework based on the abolishment of a logic of domination. In this section we have provided an introduction to an ecocritical framework in curriculum studies with special discussion of EcoJustice and, specifically, an ecofeminist critique of human centric thinking and an accompanying logic of domination. The overarching suggestion from this work is that a mathematics education for the environment must work to expose and critique a logic of domination and make connections between the logics of hierarchy existing across social and environmental relationships. Examining the Root Assumptions and Possibilities: An Ecocritical Discussion of Existing Mathematics Education for the Environment With a theoretical exposition of an argument from ecofeminist philosophers Val Plumwood and Karen Waren and the ecocritical trend in curriculum studies at hand, we now apply these considerations to the existing work addressing a mathematics education for the environment. This intends to motivate new work in mathematics education that is grounded more firmly in ecofeminism and ecocritical trends, as we do in the final section via a sketch of a curricular model. In preparing what follows immediately, what was surprising to us is the apparent lack of research explicitly connecting mathematics teaching and learning to the environment. To pull together this literature, we searched a sampling of prominent research journals in mathematics education with keywords environment and sustainability as well as prominent research journals in environmental education with the keyword mathematics to reveal only a handful of results that are explored in this section. This is especially true for research journals produced in the North American context, where we are situated. Thus, a secondary, somewhat trivial finding of this literature survey project is that the application of any environmental education theory and practice towards mathematics education is a ripe field of inquiry, whether the theory is grounded in ecofeminism/ecocritical thinking or something else. In addition, we also included a handful of articles that resulted through discussion and the review process of this article; indeed some articles do not make the relevance to the environment explicit for search hits but do provide important discussion worth analyzing here. We do not have space to provide a discussion for every source resulting from our search and include those that lead to productive steps forward in an application of ecocritical considerations on mathematics education for the environment. The first of our examples comes from environmental education and is a curricular document titled Greening STEM Toolkits (n.d.) created by the National (U.S.) Environmental Education Foundation. To start, we took a look at the document's context; the foundation is a quasi-governmental organization because it is an independent non-profit that was created as the result of a federal act related to education and the environment. Along the lines of Wedel (2009), we view such quasi-governmental organizations as a blurring of the line between public and private entities and a corresponding shadow elite that directs public policy in the direction of private interests as well as the public good. This will bear influence on our discussion of this document and its lack of significant attention towards radical changes to the habits of mind that degrade the environment and perpetuate social injustice. From the outset, the curricular document from this foundation presents an important practical consideration. In the opening framework, the guide states: Increasing STEM knowledge and expanding STEM education and career opportunities for students is a national priority. Student achievement in STEM is key to fostering a new wave of innovators who can creatively address complex 21st century challenges. The environment is a compelling context for teaching STEM as it provides teachers with a diverse range of real-world challenges that engage students in hands-on opportunities to apply and reinforce STEM concepts across multiple subject areas (p. 2). The approach here again reflects the nature of contemporary social policy as described by Wedel (2009), this time with her concept of flexians, or academic projects that flex towards a policy direction conceived of by the shadow elite but that remain committed to academic goals. In this case, the environmental education curricular project recognizes the ubiquitous STEM education policy that is motivated by economic concerns and, in this recognition, suggests this space as ripe for the progressive goals of environmental education. Although this does not correspond to the deep reflective qualities to the projects we want to suggest for a mathematics education for the environment, we find the appropriation of the STEM policy arena to be an apt move and are inspired to create mathematics education for the environment projects taking place within the STEM context. Our project example in the third section of this paper takes up this inspiration more directly. To the central point of this paper, in its efforts as a quasi-governmental project, this curriculum contains some examples of mathematics education for the environment that directly relate the various logics of domination resulting in ecological and social catastrophe. To start, however, many examples in the curriculum do not approach this depth, such as the several lesson plan activities that discuss energy renewable and nonrenewable energy sources without much consideration (or enumeration of) the increased consumption of energy through endless expansion of commodification and the lesson activities focusing on gardening that do not take issue with agribusiness, food waste, and global famine. That said, there are examples within this curricular document that suggest steps forward to inspire more depth for a mathematics (and STEM) for the environment. One strand within the curricular project focuses on geography, and a particular set of lesson activities at the secondary level develops in students an understanding of the effects climate [and climate change] has on humans in different parts of the world (p. 11). This activity centers on the differential in impact that environmental degradation has on the world's population, especially as the differences between populations corresponds to disparities in wealth and political power. In searching the literature on environmental education, we found very few dedicated to mathematics education. Looking the other way, we searched for mathematics education literature for work on the environment to find a few more. We now turn to looking at these with an ecocritical lens as laid out in the previous section. The first of these is Coles et al (2013) Teaching secondary mathematics as if the planet matters. This volume is written by five authors who, in the first part, mathematize a critical stance on global issues that are mostly environmental. The second part of the book provides lesson plan and other curricular documents to put a mathematics education for the environment into action. In our ecocritical consideration of the book, we are looking for examples where the interconnection between social and environmental issues are laid bare as well as how logics of domination are interrupted, especially anthropocentrism. Several examples throughout the book suggest an implication of the interrelation of environmental issues and social issues as well as opposition to anthropocentric thinking. The coverage of biodiversity, species loss, and climate change clearly suggest the latter although the theory is not explicitly addressed. As for the relating environmental and social issues, there are some clear examples in the book. The first of these is Jan Winters chapter on food that mathematizes issues of food shortages and food production, framed at the start with the problem of feeding the growing world population. In the chapter the issues of food production and energy use are interrelated to food equity issues that includes juxtaposition of food waste with hunger rates. Implicit in this chapter is the interrelated aspect of producing food for people and minimizing ecological impact. The chapter does not suggest opposition to anthropocentrism, although it is not clear that the authors would object to such an opposition. A second interesting example suggestive of the interrelated nature of the environmental and social crises in this book on mathematics education for the environment is the inclusion of a chapter by Tony Cotton titled Towards a mathematics for human rights and social justice. To some readers, the chapter might seem out of place in the book because it does not address environmental issues directly. To us, it also seems to privilege the rights of people at the expense of other species. However, what is interesting to us is that the authors found this chapter as essential in their volume on mathematics education for the environment. Ecocritical conceptions on education absolutely see critical work on human rights as appropriate within and connected to critical work related to the environment. In this example, it seems a bit disconnected, but the very collocation of the topics suggests that ecocritical conceptions are lurking within this project of mathematics education for the environment. We find this an exciting example of what potential ecofeminist and ecocritical conceptions might have for mathematics education projects for the environment. Continuing with this example for a moment, it also makes sense that the inclusion of human rights comes up given the books clear association to Critical Mathematics Education (CME). In the opening chapter, Richard Barwell reviews the goals of CME where students are offered insight into how mathematics is part of their lives and the consequences it can have (p. 11). In a variety of publications, scholars use this approach to mathematize social injustice and, as Barwell suggests, Coles et al (2013) use the approach to mathematize environmental degradation (as well as human rights issues, as noted above). We suggest that the next step is presenting the crises in connection to each other, rather than in isolation, and with specific focus on how there exists consistent habits of mind to mutually reinforce both social injustice and environmental degradation. Two other pieces from mathematics education scholarship initiate this way of thinking as they discuss a mathematics education for the environment. Although in comparison to Coles et al. (2013) they do not give as much detail in implementation, Renert (2011) and Gellert (2011) motivate the research community towards a mathematics education for sustainability and in Renerts case, two brief curricular examples are provided. Renert (2011) draws on significant research on education for sustainability, include Batesons (1972/2000) first order, second order and third order learning (p. 279) the latter being a a creative shift of consciousness made possible by deep awareness of alternative worldviews (Renert 2011, p. 21). Motivating by these and others contributions to sustainability, we find Renerts theory and practice to align with our ecocritical review above, especially because it suggests a push against the modern worldview that embraces anthropocentric thinking. In addition, Renert suggests an integration of social and environmental issues in the suggestion of a sustainable mathematics education. Furthermore, Renert (2011) states: Just as the borders between class, school, community, society, and ecology are likely to be continually challenged and blurred, so will the disciplinary boundaries between mathematics and other fields The new interdisciplinarity, which we may call transdisciplinarity, consists of decentralized networks of specialists who work in concert towards a common goal (p. 25). Renerts vision influences our curricular sketch in the last section of this article. As well, we consider the blurring of disciplinary lines as above to echo the ecocritical and ecofeminist trend that relates logics of domination across cultural and ecological arenas. Finally, a handful of mathematics education scholarship has come into our view that focuses on climate change and an ethical turn in mathematics education. As before, we look to these contributions for their discussion of the interrelations between social justice and environmental issues, as well as whatever confrontations to anthropocentric thinking might exist. Boylan (2013, 2016) provides an exciting discussion of ethics in mathematics education that resonates with our work, especially the dismantling of anthropocentrism. In drawing on a postmodern ethics, ethical action is, like the self itself, relational and dialogical (Boylan, 2013, p. 3). In further connection to our thinking, he argues for both an ecological and social and political dimension to ethics in mathematics education. His ecological dimension includes a conversation about the incomplete responses to climate change by market solutions and other anthropocentric measures (pp. 7-8). In a similar vein, mathematics education scholarship on climate change (Hauge and Barwell, 2015, Barwell and Suurtamm, 2011) resonates with the efforts we are putting forth here especially with the focus on the importance of language. In Barwell and Suurtamm (2011), the invisibility of human impact on climate change and the role of mathematics in this is noted through a discursive analysis of language around climate change. Due to this argument, we suggest the relevance of this project to our understanding of mathematics education scholarship that interrupts anthropocentric thinking. Briefly and in conclusion to this review, we suggest that a mathematics education for the environment informed by ecocritical trends in curriculum studies has already taken hold in the research community. The examples contained in this section have been argued as related and it is our hope to extend the work with future curricular projects that are grounded more directly by the theoretical considerations contained in our review. In the following section, we put theory to practice with a sketch of our in-process curricular project that aims to mathematize social and ecological projects as they relate to each other. We take a cue from literature reviewed in this section (particularly from work in environmental education) and situate the learning of mathematics within a STEM curricular unit. We suggest this as a viable space for the ecocritical work we propose, and again this echoes Renerts calls for transdisciplinary work towards a common goal. An Ecocritical Example: A Story of Incarceration The final section of this article presents our on-going process in developing a STEM curricular project that contains a mathematics education for the environment informed by ecocritical trends in curriculum studies. The decision to embed the mathematics within STEM is strategic, as discussed in the previous section, as we feel that STEM is a transdisciplinary space that allowing for ecocritical work. We want to make clear that there is a danger of blending science, technology, engineering, and mathematics that we seek to avoid. Our argument for transdisciplinarity requires an accompanying commitment to focusing on the relationality of theseand othercontent areas and not on blending them together.To further legitimacy, we also find it necessary to link curricular projects to official curricular standards. Given our location in the United States, we are linking this project to Common Core State Standards for Mathematics and Next Generation Science Standards. Returning to our assertion in the opening paragraphs, we work in the cracks of a closely policed, neoliberalized, contexts and recognize a similar condition for many other scholar-activist educators in PreK-12 settings. Given these contexts, we recognize the limitations of current social, economic, and political constraints and acknowledge the possibility that by not outright resisting STEM we arent in some way reinforcing its current dominance in US education policy, research, and curriculum. However, when faced with such decisions we chose to find ways to deconstruct how Western industrial culture continues to perpetuate social injustices and widespread environmental degradation with(in) the spaces in which we are located and able to leverage our power and privileges. We will spend the time for this article relating the mathematics content most specifically, with brief mention of other STEM goals to give a complete picture. To start linking content strands and standards, we looked at existing, non-critical curricular units for inspiration (such as those coming out of the EngageNY project) to find inspiration. One such unit linked the mathematics content of ratio and proportional relationships. We narrowed down to the mathematical topics in grade 7, which include ratios and proportional relationships, percent and proportional relationships, statistics and probability, and geometry. We will outline the details for these topics at the grade 7 level again when later discussing the particulars of the unit. For now, the basic nature of the topics at this level includes a rich exploration of ratio and proportionality. Learners are expected to conceptually understand ratios and proportions as well as apply these concepts, for example in determining when objects are, or are not, in proportion, and by connecting proportionality to percentage. Once we identified the ecocritical theme (revealed in the next paragraph), we also linked in geometry standards. The content addresses 2D and 3D properties of figures and measurement skills including computation of area, surface area and volume, with applications to real world situations. As well, this geometry content is linked to ratio and proportion given the necessity to draw scaled figures to model buildings and sites and to engineer them as well. These were all very exciting content linkages on their own, but all the while we explored what context linkages would also relate these mathematics and science standards to ecocritical curricular objectives. The focus on ratio and proportion immediately made us think of incarceration in the United Statesin particular, the prison industrial complex and current statistics revealing the systemic racism and ableism in the US criminal justice system. For example, the USA has only 5 % of the worlds population but 25% of the worlds prisoners (NAACP, 2015). Furthermore, in US prisons African Americans and Latinos/Latinas account for 58% of all prisoners in 2008. (Center on Juvenile and Criminal Justice 2015). And, as many as 50% of all prisoners in the US are diagnosed with having a mental illness or another type of disability (National Disability Rights Network 2012). The mathematics taught in the unit affords students the opportunity to digest information about disproportionate incarceration rates, by race, class, and perceptions of ability. Given that many students in US are likely to be entangled in this examination in some way we feel that 13 year olds are developmentally ready to tackle this material and that this opportunity to connect math learning with critical social justice inquiry make for a strong connection with civic education. In fact, we suggest that the mathematical contribution to the conversation about prisons greatly enhances our knowledge, in particular in regards to civics education, about incarceration. The next step was to think through the multiple facets of incarceration and link them to content both within the mathematical topics of 7th grade as well as make connections to STEM related content, including incorporating science content standards from NGSS. These included the engineering and design of prisons which links to engineering, technology and the geometry standards. When we begin to consider who is incarcerated and why, its important to dive into the material lived-experiences of people, including youth, who live their lives locked up. We read poetry from incarcerated youth, from the series Poetry Behind the Walls (2013, 2014) published by the national organization Save the Kids ( HYPERLINK "http://www.savethe" www.savethekidsgroup.org) and then study closely the geometry of many of the living spaces of those living in the prison system. Thus far, our context linkages made this ecocritical STEM unit feel social-justice heavy, without much discussion of ecology and direct confrontation of anthropocentrism. The topic of incarceration rates lay more in social concerns without clear links to the logic of domination existing elsewhere, especially anthropocentrism and human supremacy. Upon reflection on more recent events and how we might relate these to the unit, we hit on spring 2016s event at the Cincinnati Zoo in which Harambe the Gorilla was fatally shot by the zoo. This happened in the midst of our discussing how difficult, and dangerous it could be to simply jump from examining the systemic racism of the prison-industrial system and incarceration in general as inhumane to the animal industrial complex (Nosky 1989; Adams 1997; Twine 2012). It triggered an epiphany of sorts that to make this social justice unit ecocritical we had to be both responsive to current lived injustices while simultaneously addressing the roots of such suffering in ways that expose the undergirding assumptions of racism, classism, sexism, and ableism was in many ways anthropocentrism. Plumwood (2002) explains that at the root of maintaining logic structures of centric thinking in Western industrial culture is the assumption that human is center to all other species. We described this drawing from Warrens logic of domination earlier in this article to help explain that this assumption of human supremacy sets those in power up with the opportunity to subjugate and exploit by Othering people in ways that dehumanize. All of this based on the a priori assumption that Culture (or human) is superior to nature. For many people operating under Western-cultures habits of mind, the very word of incarceration often only applies to people. Yet, the news story jolted us into our theoretical predispositions, reminding us that, of course, a great many non-human animals are incarcerated throughout the lands and simultaneously in the US black and brown men not only incarcerated at higher rates but they are increasingly being fatally shot by police (NAACP, 2015; Swaine, Laughland, Lartey, and McCarthy 2015). However, it is not that simple. If teachers simply connect the systemic racism of the US prison-industrial system with the animal industrial complex of zoos without addressing the fallacy of human supremacy in connection with the social construction of racism, then what could happen is that students walk away from such comparisons convinced that some folks are more like animals and thus committing crimes and being incarcerated. It is imperative within an ecocritical framework that any educator ensure that students recognize the systemic social reproduction of racism, sexism, ableism, and human supremacy. Looking back at the NGSS standards, we found appropriate links for addressing incarceration, racism, and speciesism to science content, specifically biodiversity, evolution, and human interactions with ecosystems and in connection with important scientific projects like the Human Genome Project (HGP). Our ecocritical STEM unit titled A Story of Incarceration had thus emerged. We felt it contained the linkages necessary to problematize Western cultures habits of mind while fulfilling several STEM content standards. The curricular project in its entirety draws upon a variety of research in incarceration and as they might relate to the science and mathematics standards that we selected. The concepts explored in the curricular unit include differential incarceration rates (worldwide) by race and class, the engineering of prisons, the panopticon, the concept of open prisons, and the incarceration of animals in three ways: agribusiness, animal experimentation, and animal entertainment. We have gathered resource materials suitable for teachers and learners that will be published in a curricular document elsewhere. We share the overarching discussion in this article as a working exemplar of the type of curricular units that relate social crises to ecological crises, with direct confrontation of anthropocentric thinking as it relates to other hierarchized dualisms in Western industrial cultures habits of mind. For example, by confronting the rate of exploitation of animals as entertainment value or as producers of milk, while at the same time exploring the differential incarceration rates by race and social class, learners will see the parallels of thinking in both scenarios and move towards transformative thinking to reject such hierarchized dualisms. To further illuminate the confrontations learners will experience, we have quoted some of the overarching goals and specific content goals that students will engage with during the unit. Overarching goals include: Mathematical concepts of rates, ratio, proportion and disproportion illuminate our understanding of the real-world and augment our ability to solve problems; Scientific concepts of biodiversity, taxonomy of species, and evolutionary relationships describe the variety of life on the planet and promote respect by humans for living things; The engineering process applies scientific and mathematical concepts and is deeply intertwined with ethical considerations; and Ethical applications of science, engineering, and mathematics reveals that the mass incarceration of human and non-human animals may rest on unethical assumptions of domination and subordination. As well, such applications present steps towards eradicating these practices of incarceration. An example of one specific content goal as it relates to mathematics and science standards includes: How to compute rates and compare proportions and how to use a scale drawing to compute actual lengths and area, so that learners can compute rates of incarceration across sectors of the population, identify disproportionate groups that are incarcerated, and study prison floor plans and scaling to real life dimensions. We realize this limited example only offers a brief glimpse into the curricular unit but have provided what we feel will appropriately motivate similar curricular projects that are informed by ecocritical trends in curriculum studies. The main contribution of our narrative here suggests that: 1) mathematics education for the environment can find a more viable space within the STEM domain, 2) ecocritical mathematics education is thus transdisciplinary, 3) projects can link social and environmental issues for the common domination/subordination themes that cuts across both sectors, and 4) confronting anthropocentric thinking is key for transformative mathematics education projects with goals of sustainability. Finally, we briefly review our contribution here and what we hope we have accomplished. We started by highlighting two emerging trends among different camps of scholarship: developments in mathematics education for the environment and an ecocritical trend in curriculum studies informed by ecofeminist and other philosophy. Ecocritical curriculum aims to interrupt the habits of mind undergirded by a consistent logic of domination. Typically, educational and curricular efforts lack this understanding as they divorce the social from the environmental. In applying this work to mathematics education, we integrate fully these issues by identifying content strands that can highlight consistent ways of thinking across the variety of domination/subordination hierarchies in Western industrial culture. Thus having articulated the objectives of an ecocritical framework in curriculum studies, we have related it to a mathematics education for the environment, with a suggestion for the potentiality in applying the ecocritical trend to mathematics education for the environment more readily. Especially with Coles et al. (2013) and Renert (2011), we feel that this is already being done because mathematics education for the environment is already relating social and environmental issues together and confronting anthropocentric thinking directly. In reviewing mathematics education for the environment projects, however, we think this can be made more explicit. To move these types of projects forward, we have shared our curricular work-in-progress, the STEM unit titled A Story of Incarceration. In this middle level unit, learners digest official mathematics and science content standards while at the same time relating the logics of domination between social and environmental issues, and with transformative experiences with a potential to oppose anthropocentric thinking. References Abram, D. (1999) 'A more than human world', in A. Weston,Ed., An invitation to environmental philosophy, (pp. 1742), New York, NY: Oxford University Press. Adams, C. J. (1997) ' Mad cow disease and the animal industrial complex: An ecofeminist analysis', Organization and Environment Vol. 10, No. 1, 26-51. 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