“Children’s Environmental Literature: From Ecocriticism To Ecopedagogy” by Greta Gaard: Summary and Critique

Introduction: “Children’s Environmental Literature: From Ecocriticism To Ecopedagogy” by Greta Gaard

“Children’s Environmental Literature: From Ecocriticism to Ecopedagogy” by Greta Gaard first appeared in 2009 in the journal Neohelicon, published by Akadémiai Kiadó, Budapest, Hungary. This essay explores the evolution of ecocriticism, ecofeminist literary criticism, and environmental justice in relation to children’s literature, offering a comprehensive analysis of how these fields intersect in the development of an ecopedagogy. Gaard introduces three pivotal questions to examine children’s environmental literature and proposes six boundary conditions for ecopedagogy, which emphasizes the integration of theory and practice for environmental and social justice. This essay is significant in the broader literary landscape as it situates children’s environmental narratives as crucial pedagogical tools that foster ecological awareness and cultural literacy, connecting environmental crises with social issues. By advocating for a praxis-based approach, Gaard highlights the transformative potential of children’s literature in shaping environmentally conscious and socially just futures, thus contributing to both literary theory and the educational practices aimed at sustainability.

Summary of “Children’s Environmental Literature: From Ecocriticism To Ecopedagogy” by Greta Gaard

• Evolution of Ecocriticism and Its Foundations: Gaard begins by contextualizing the rise of ecocriticism, tracing its roots to the early 1990s with the founding of the Association for the Study of Literature and Environment (ASLE). Ecocriticism initially focused on “the study of the relationship between literature and the physical environment,” with an emphasis on analyzing nature in literary texts and promoting environmental awareness. Gaard notes that it “has been predominantly a white movement,” with ecofeminist and environmental justice perspectives adding complexity and inclusivity to the field.
• Intersection with Ecofeminism and Environmental Justice: Gaard highlights how ecofeminist literary criticism emerged alongside ecocriticism. She explains that ecofeminism “sees social and environmental problems as fundamentally interconnected,” critiquing hierarchical systems that oppress both women and nature. Gaard emphasizes the importance of recognizing connections between social justice and environmental issues, stating, “Ecofeminism makes connections among sexism, speciesism, and the oppression of nature, as well as racism, classism, heterosexism, and colonialism.”
• Development of Ecopedagogy: Ecopedagogy, as a specific field of praxis, is defined by Gaard as an evolution from ecocriticism, combining environmental education with activism. It emphasizes “civic engagement as a fundamental component of the ecocritical classroom.” Ecopedagogy seeks not just to educate but to actively engage students in addressing environmental and social issues, blending theory and practice to create a “liberatory praxis.”
• Children’s Environmental Literature and Animal Studies: Gaard discusses how children’s environmental literature, particularly in animal-centered narratives, plays a pivotal role in fostering ecological awareness. This literature often explores the “relationship of culture and nature through the relationships of children and animals,” urging children to view themselves as interconnected with the natural world. For instance, in stories like And Tango Makes Three, human and non-human relationships are portrayed in ways that challenge traditional cultural norms.
• Questions Raised by Ecopedagogy in Children’s Literature: Gaard outlines three central questions for examining children’s environmental literature: how the text addresses the question of identity (“who am I?”), how it frames ecojustice problems, and how it recognizes agency in nature. She argues that effective children’s environmental literature should move beyond simple narratives and engage readers in critical thinking about their relationship with the environment, stating that it “mobilizes readers to take appropriate actions toward ecological democracy and social justice.”
• Six Boundary Conditions for an Ecopedagogy of Children’s Environmental Literature: Gaard proposes six boundary conditions for shaping an ecopedagogy in children’s literature, including:
  • Praxis: Emphasizing the unity of theory and practice by encouraging students to engage in environmental activism.
  • Teaching about the Environment: Using children’s literature to illuminate real-world environmental issues and strategies for addressing them.
  • Teaching in the Environment: Encouraging direct engagement with both social and natural environments through experiential learning.
  • Teaching through the Environment: Integrating environmental justice and sustainability into all aspects of education.
  • Teaching Sustainability Connections: Demonstrating the interdependence of social justice, environmental health, and biodiversity.
  • Urgency: Emphasizing the need for immediate action to address environmental crises and social injustices.
• Cultural and Ecological Literacy Through Children’s Literature: Gaard concludes by stressing the capacity of children’s environmental literature to build both cultural and ecological literacy. She writes, “picture-book narratives have the capacity to build cultural literacy as well, encouraging children to make connections across cultures and differences.” Children’s literature, in this view, becomes a tool for fostering a deeper understanding of the interconnectedness between humans, animals, and the environment, while also promoting social and ecological justice.

Literary Terms/Concepts in “Children’s Environmental Literature: From Ecocriticism To Ecopedagogy” by Greta Gaard

Literary Term/Concept	Explanation	Reference/Explanation from the Article
Ecocriticism	The study of the relationship between literature and the physical environment, focusing on how nature and ecological issues are represented in literary texts.	Gaard defines ecocriticism as “the study of the relationship between literature and the physical environment,” aiming to “contribute to environmental restoration.”
Ecofeminism	A perspective that links the exploitation of women and nature, addressing the interconnectedness of social injustices like sexism, racism, speciesism, and environmental degradation.	Gaard explains, “Ecofeminism sees social and environmental problems as fundamentally interconnected,” recognizing how various forms of oppression (sexism, racism, classism) are tied to nature.
Ecopedagogy	An educational approach that integrates environmental awareness with activism, emphasizing the need for practical engagement in addressing ecological and social justice issues.	Gaard describes ecopedagogy as growing from “eco-activists who are also writers, teachers, and scholars,” focusing on the “praxis of combining theory and action” for social and ecological justice.
Environmental Justice	A movement and field of study that connects ecological health with social justice, focusing on how marginalized communities are disproportionately affected by environmental degradation.	Gaard states that environmental justice is “making connections between environmental problems and the issues of social and economic justice,” highlighting the unequal impacts on marginalized groups.
Praxis	The integration of theory and practice, emphasizing the importance of applying theoretical concepts to real-world actions and social change.	Gaard calls for praxis in ecopedagogy, noting that “praxis manifests in simple choices” such as “engaged citizenship” and the application of ecological knowledge to everyday actions.
Cultural Ecoliteracy	The understanding of cultural practices and their environmental impact, including how sustainable and unsustainable cultures affect ecological systems and communities.	Gaard explains that cultural ecoliteracy “involves both a critique of unsustainable cultures and the study of sustainable cultures,” promoting awareness of ecological interactions.
Interspecies Relations	The examination of relationships between humans and animals in literature, often used to explore ethical questions about the treatment of non-human species and their agency.	Gaard discusses how children’s environmental literature often “interrogates the relationship of culture and nature through the relationships of children and animals,” a key aspect of animal studies.
Alienation and Hierarchy	Concepts from ecofeminism that describe the process of separating oneself from nature (alienation) and establishing dominance over others (hierarchy), which leads to exploitation and oppression.	Gaard outlines the ecofeminist critique of “alienation and hierarchy,” describing how narratives of domination alienate individuals from the environment and justify exploitation.
Logic of Domination	A term used in ecofeminism to describe the hierarchical system of beliefs that justify the domination of others based on perceived inferiority, such as the subjugation of nature, women, and marginalized groups.	Gaard explains the “logic of domination” as comprising “alienation, hierarchy, and domination,” linking oppressive systems to environmental degradation and social injustices.
Ecojustice Problem	The framing of environmental issues in literature as linked to broader social justice concerns, particularly the impact of environmental degradation on marginalized and vulnerable populations.	Gaard raises the question of how children’s literature “defines the ecojustice problem” and whether the solutions presented “reject hierarchy in favor of community and participatory democracy.”
Civic Engagement in Ecopedagogy	Involvement of students and readers in actively participating in addressing environmental and social justice issues, moving beyond theoretical learning to real-world actions for sustainability and justice.	Gaard emphasizes “civic engagement” as a key aspect of ecopedagogy, arguing that ecopedagogy should “mobilize people to engage in culturally appropriate forms of ecological politics.”
Animal Studies	A field that focuses on the representation of animals in literature, examining ethical, cultural, and ecological issues related to human-animal relationships and the subjectivity of animals.	Gaard discusses how “animal studies” intersect with ecopedagogy, exploring narratives that focus on children’s relationships with animals and how these narratives challenge traditional hierarchies.

Contribution of “Children’s Environmental Literature: From Ecocriticism To Ecopedagogy” by Greta Gaard to Literary Theory/Theories

Literary Theory	Contribution of Gaard’s Work	References from the Article
Ecocriticism	Gaard extends ecocriticism by integrating environmental justice and ecofeminist perspectives into the study of children’s literature, emphasizing the need for literature to engage with real-world environmental activism.	Gaard explains that ecocriticism’s aim is to “respond to environmental problems and ‘contribute to environmental restoration, not just in our spare time, but from within our capacity as professors of literature.’”
Ecofeminism	Gaard develops ecofeminist literary criticism by linking children’s environmental literature to broader discussions on gender, nature, and social justice. She examines how narratives reflect and resist patriarchal and exploitative systems.	Gaard describes ecofeminism as a perspective that connects “sexism, speciesism, and the oppression of nature” with other social injustices, emphasizing the role of literature in resisting these structures.
Environmental Justice	Gaard incorporates environmental justice into literary theory by showing how children’s literature can expose the links between environmental degradation and social inequalities, particularly focusing on marginalized communities.	“Some human communities have long sustained symbiotic relations with their earth habitats” and “texts that expose environmental racism and the closely linked degradation of the earth” illustrate this connection.
Ecopedagogy	Gaard introduces ecopedagogy as a praxis-based approach to literature, blending theory with action by encouraging children’s literature to foster ecological awareness, social justice, and civic engagement.	Gaard frames ecopedagogy as “growing out of the work of eco-activists who are also writers, teachers, and scholars” and emphasizes that it links theory with practice to create real-world environmental and social change.
Animal Studies	By focusing on interspecies relations in children’s literature, Gaard contributes to animal studies, questioning the objectification of animals in literature and advocating for narratives that emphasize their agency.	Gaard discusses how animal studies “interrogate the relationship of culture and nature through the relationships of children and animals,” focusing on the importance of animal agency in environmental narratives.
Cultural Studies	Gaard’s work contributes to cultural studies by addressing how children’s literature represents diverse cultural practices regarding environmental issues, encouraging cross-cultural and ecological literacy.	Gaard notes that children’s literature can build “cultural literacy” by “encouraging children to make connections across cultures and across differences” while addressing ecological and social issues.
Narrative Theory	Gaard engages with narrative theory by analyzing how environmental literature constructs the self in relation to nature, critiquing narratives that perpetuate alienation and hierarchy, and advocating for those that foster interdependence.	Gaard questions how narratives answer the ontological question of “who am I?” and critiques stories like The Giving Tree that reflect “alienated” self-identities opposed to narratives of community and connection.
Children’s Literature Studies	Gaard advances children’s literature studies by arguing that children’s environmental narratives can play a critical role in developing ecological consciousness, ethical thinking, and engagement with social justice issues.	“Children’s environmental literature… provides an antidote to the logic of domination” by offering “narratives of connection, community, and interdependence among humans, animals, and the natural world.”

Summary of Contributions:

• Ecocriticism: Gaard expands ecocriticism by integrating social justice and ecofeminist concerns into the study of children’s literature, pushing ecocriticism beyond its traditional focus on adult literature.
• Ecofeminism: She brings ecofeminist literary theory into children’s literature, showing how narratives can critique the interrelated oppressions of women, animals, and the environment.
• Environmental Justice: Gaard emphasizes the role of literature in exposing and challenging environmental racism and social inequities, connecting these issues with ecological degradation.
• Ecopedagogy: Her work advocates for the practical application of ecological and social theories in education, using children’s literature to inspire activism and change.
• Animal Studies: Gaard calls attention to the representation of animals in children’s literature, questioning anthropocentric narratives and promoting those that recognize animal agency.
• Cultural Studies: By promoting cross-cultural ecological literacy, Gaard shows how children’s environmental literature can encourage a more inclusive and global understanding of ecological issues.
• Narrative Theory: She critiques alienated and hierarchical representations in literature, advocating for stories that foster a sense of ecological and social interdependence.
• Children’s Literature Studies: Gaard situates children’s literature as a powerful tool for teaching ecological literacy and promoting social justice, making it an essential field of study within broader literary theory.

Examples of Critiques Through “Children’s Environmental Literature: From Ecocriticism To Ecopedagogy” by Greta Gaard

• Critique of The Giving Tree by Shel Silverstein: Gaard critiques The Giving Tree for its portrayal of an alienated and exploitative relationship between humans and nature. She describes how the boy continually takes from the tree without reciprocity, symbolizing a selfish, hierarchical relationship between humans and the environment. Gaard argues, “This narrative endorses roles for humans and nature that are not reciprocal, and moreover not sustainable.”
  • (The Giving Tree by Shel Silverstein, 1964)
• Critique of The Lorax by Dr. Seuss: Gaard criticizes The Lorax for offering an inadequate solution to the environmental crises it portrays, such as deforestation and species extinction. She highlights the disconnect between the large-scale environmental problems presented and the limited, individual-level solution offered by the Once-ler’s private conversation with the boy. According to Gaard, “The Lorax’s solution involves the Once-ler handing off the last Truffula tree seed to the boy,” which is insufficient to address systemic issues.
  • (The Lorax by Dr. Seuss, 1971)
• Critique of Oi! Get Off Our Train by John Burningham: Gaard praises Oi! Get Off Our Train for depicting a more reciprocal relationship between humans and nature. In this story, a boy communicates with endangered animals, and through dialogue, he changes his actions, promoting the idea of ecological democracy. Gaard notes, “The boy’s decisions in this narrative promote ‘an ecological democracy in which human subjects listen to what the nonhuman world has to say.’”
  • (Oi! Get Off Our Train by John Burningham, 1989)
• Critique of And Tango Makes Three by Justin Richardson and Peter Parnell: Gaard appreciates And Tango Makes Three for challenging cultural constraints of heteronormativity and promoting the recognition of animal agency. The story of two male penguins raising a chick in a zoo is seen as a narrative that defies human-animal hierarchies and constructs “human sexualities as ‘natural’ in all their diversity,” recognizing the importance of observing and listening to other species.
  • (And Tango Makes Three by Justin Richardson and Peter Parnell, 2005)

Criticism Against “Children’s Environmental Literature: From Ecocriticism To Ecopedagogy” by Greta Gaard

• Overemphasis on Ideological Frameworks: Gaard’s work may be critiqued for being heavily focused on ecofeminism, ecopedagogy, and environmental justice, potentially at the expense of other literary approaches. Some critics might argue that her ideological lens limits the exploration of children’s literature in more diverse or neutral literary terms, reducing complex texts to their alignment with these specific frameworks.
• Lack of Attention to Literary Aesthetics: A potential criticism is that Gaard focuses primarily on the moral and political implications of children’s environmental literature, while giving less attention to literary elements such as narrative style, imagery, and aesthetics. Critics might argue that this approach overlooks the artistic value of the literature and prioritizes didacticism over literary quality.
• Limited Discussion of Reader Reception: Gaard’s analysis focuses on the intended pedagogical outcomes of children’s environmental literature, but she does not deeply explore how children themselves interpret these texts. Critics might suggest that more attention could be paid to reader reception, especially how children engage with or resist the environmental and social messages presented in the literature.
• Idealization of Ecopedagogy’s Efficacy: Gaard’s advocacy for ecopedagogy may be seen as overly idealistic, with insufficient evidence provided about the practical effectiveness of ecopedagogy in producing long-term behavioral or societal change. Critics could argue that there is a gap between the theoretical promise of ecopedagogy and its actual implementation and impact in educational settings.
• Narrow Selection of Literary Works: Some might argue that Gaard’s analysis is limited by the selection of texts she critiques. While she focuses on well-known works like The Giving Tree and The Lorax, her analysis might be critiqued for not including a broader range of lesser-known or non-Western children’s environmental literature, which could offer more diverse perspectives on ecocriticism and ecopedagogy.

Representative Quotations from “Children’s Environmental Literature: From Ecocriticism To Ecopedagogy” by Greta Gaard with Explanation

Quotation	Explanation
“Ecocriticism is ‘the study of the relationship between literature and the physical environment.’”	This foundational definition of ecocriticism sets the stage for Gaard’s argument, showing that the primary focus of the field is on understanding how literature reflects and responds to environmental issues.
“Ecofeminism sees social and environmental problems as fundamentally interconnected.”	Gaard emphasizes the ecofeminist perspective, which links the oppression of women, animals, and nature, arguing that these issues cannot be separated and should be addressed together in literature and criticism.
“Ecopedagogy articulates a commitment to the coherence between theory and practice.”	This quote highlights the concept of ecopedagogy, which demands that environmental literature not only teach about ecological issues but also promote practical action and civic engagement, uniting theory with practice.
“The logic of domination is rooted in alienation and the myth of a separate self.”	Gaard critiques narratives that perpetuate a hierarchical and disconnected relationship between humans and nature, advocating instead for stories that emphasize community, interdependence, and equality among all beings.
“Children’s literature has the capacity to build cultural literacy… encouraging children to make connections across cultures.”	Gaard points to the power of children’s literature to foster not only ecological awareness but also cultural literacy, showing how environmental narratives can help children understand and appreciate different human and non-human relationships.
“An ecofeminist perspective on children’s environmental literature might look for ways that these narratives provide an antidote to the logic of domination.”	This quote reflects Gaard’s ecofeminist approach, which seeks literature that counters oppressive systems by promoting empathy, community, and egalitarian relationships among humans, animals, and the natural world.
“What in the world are we doing by reading environmental literature?”	Gaard poses this rhetorical question to emphasize the urgency of addressing environmental crises through literature, calling for readers and educators to take action and use literature as a tool for ecological and social change.
“Ecopedagogy raises important questions of praxis—the necessary unity of theory and practice—for ecocriticism.”	Here, Gaard underscores the central role of praxis in ecopedagogy, insisting that the study of environmental literature must lead to actionable outcomes in both education and society.
“Ecofeminism studies the structure of oppressive systems, identifying three steps in the ‘logic of domination’: alienation, hierarchy, and domination.”	Gaard outlines the ecofeminist critique of domination, which applies not only to human relationships but also to our treatment of nature and animals, illustrating how children’s literature can reinforce or challenge these hierarchical structures.
“By reading these human-nonhuman animal connections in both directions, the narrative constructs human sexualities as ‘natural’ in all their diversity.”	This quote highlights how children’s literature, such as And Tango Makes Three, challenges social norms and hierarchies, showing that narratives about animals can reflect and validate diverse human identities and relationships.

Suggested Readings: “Children’s Environmental Literature: From Ecocriticism To Ecopedagogy” by Greta Gaard

1. Gaard, Greta. Interdisciplinary Studies in Literature and Environment, vol. 18, no. 2, 2011, pp. 485–87. JSTOR, http://www.jstor.org/stable/44087726. Accessed 22 Oct. 2024.
2. Gaard, Greta. “New Directions for Ecofeminism: Toward a More Feminist Ecocriticism.” Interdisciplinary Studies in Literature and Environment, vol. 17, no. 4, 2010, pp. 643–65. JSTOR, http://www.jstor.org/stable/44087661. Accessed 22 Oct. 2024.
3. Garrard, Greg. “Ecocriticism.” Keywords for Environmental Studies, edited by Joni Adamson et al., vol. 3, NYU Press, 2016, pp. 61–64. JSTOR, http://www.jstor.org/stable/j.ctt15zc5kw.24. Accessed 22 Oct. 2024.