Department Home
Academic Programs
• Mathematics
Education
• Science
Education
Faculty
 |
Michael P. Mueller Mathematics and Science Education |
Join my new webpage on Facebook for more information, photos, discussions, and forthcoming events.
Join the Science Educators of Georgia listserv to post and receive information regarding workshops for teachers, conferences, free resources, share lesson plans, get advice from other Georgia teachers, learn about journal articles and books for teachers, new tactics for outdoor education, citizen science projects, teacher quality opportunities, local activism, environmentalism, and much, much more!!! This listserv is a way for Georgia teachers to network and share their environmental monitoring data. We anticipate over 500 teachers will join this listserv statewide eventually.
Editorial Board, Cultural Studies of Science Education
My journey begins as a young child in Seattle and the San Juan Islands where I developed a passion for exploring Washington’s streams, lakes, forests, mountains, tide pools, and the ocean. These experiences helped me to understand that the Earth has many diverse stories, and that we mindfully listen by placing ourselves in situations where we can “hear” what the Earth has to say. An overwhelming curiosity in the science of our planet led me to the teaching profession. I taught middle school and high school youth in Phoenix, Arizona. Teaching youth helped me to recognize and value the interconnections between my students’ cultural ways of knowing and the biodiversity and landscapes of the desert. Eventually, my students organized an expeditionary hiking team and trained as guides so that we could hike Arizona’s unique landscapes and collect rocks and other specimens for our classroom. Although I have hiked to the peaks of mountains, the expeditionary team taught me to value the importance of conserving forests and natural habitats for future generations. My conservation ethic also emerged through surfing in the ocean, where it is easy to lose oneself to the harmony and balance of the Earth’s greatest natural forces. Having three young children of my own doesn’t hurt either; it’s the main reason for doing this work. Over the years, I have learned to connect these experiences to the local community where I live by engaging my beginning teachers in the intergenerational knowledges and skills of local people. My journey continues as a science teacher educator and philosopher of education. My teaching is focused on scholarship of engagement: citizen science, community-centered science education, ecojustice, ecological schools, preparing teachers to think with uncertainty in mind, and youth activism. My research is focused on the development of theoretical frameworks to guide projects focused on sharing responsibility for cultural diversity, biodiversity, natural habitats, and nature’s harmony.
What is EcoJustice Philosophy…
At the University of Georgia, our working definition of EcoJustice is that it is a guiding philosophy for analyzing what is fair or just for the needs of protecting diverse cultural systems (e.g., economic, political, social …) while concomitantly conserving the needs of environmental systems (e.g., species and habitats).
Ecojustice is not social justice because social justice is too limited to the scope of exclusive human conditions and concerns, with only a few exceptions. Social justice does not often take into consideration how changing conditions for humans will impact nonhuman species, which is a more enlarged perspective. Ecojustice should also not be confused with environmental justice because environmental justice is too limited to the scope of how humans are adversely disadvantaged within their environments (such as where a person lives), without considering how changing conditions for humans will also impact nonhuman species.
Ecojustice helps us to learn about Cultural Assumptions and the ways in which worldviews play a large role in how we frame the world and tend to inadvertently perpetuate how we treat other humans and nonhumans.
-
Ecojustice theory assumes that schooling plays a very large role in how worldviews are endorsed.
Ecojustice helps us to highlight the Experiences which have associated impacts for people, animals, plants, and diverse physical geographies. People’s shared experiences in the Commons are also being researched. Empirical studies, cultural studies, and place-based education fit within this subcategory of ecojustice theory.
-
Ecojustice theory assumes that schooling is a very small part of the larger educational domain.
Lastly, ecojustice reminds us to redefine and develop Ethics and Morals which influence how humans (even across places) live in relation to one another and in relation with animals, plants, and their physical locations.
-
Ecojustice theory rejects ideas of “ecological crisis” as an ethical imperative to motivate environmentalism (see Mueller 2009 “Educational Reflections on the ‘Ecological Crisis’” below for a detailed analysis).
As an emerging trend in science education and in our larger society, ecojustice offers research possibilities for understanding and developing ecological literacy, place-based work, citizen science, community learning, service learning, and the role of local knowledge and skills within the larger subcategory of nuanced schools.
Ecojustice should be investigated holistically, analyzing 1.) cultural assumptions, 2.) experiences, 3.) ethics, in any combination of ways and there is a huge window of opportunity for interested scholars and educators.
-
Ecojustice theory aims for higher levels of participatory democracy, responsibility, advocacy for the Earth.
A significant question for ecojustice scholars is how we can balance the tensions between cultural systems and environmental systems, if it is impossible to separate these categories of human and nonhuman Being?
 |
A promising avenue for ecojustice research that comes from analyzing tensions and challenging questions, involves evaluating the risks with privileging some ways of knowing and acting over others, or what creates vulnerabilities, threats, risks, and enclosures for cultural ways of knowing and the needs of natural systems. This new area of research for ecojustice was originally proposed by Gregory Bateson (1972, Steps to an Ecology of Mind) and includes evaluating the various degrees in which knowledge is represented within choices and policy. One of the 21st century’s most complex vulnerabilities is the “green movement” for people around the world. It is laced with media frenzy and fraud, political and shared personal agency motivated by “green is good,” and crime. With the green movement, there is a significant vulnerability for cultural diversity and biodiversity. |
There are many ways to participate with others who are learning about and advocating for ecojustice theory.
What’s Influencing My Thinking…
The following list of books and articles synthesize the major influences which frame my relationships with others and with the Earth's diverse geographies. David Abram (1996) writes about the holistic relationships between humans and the more-than-human-world as a magician, ecologist, phenomenologist, and world traveler who understands the traditions carried forward by ancient cultural groups. Wendell Berry (2000) is a scholar, environmentalist, and Kentucky farmer who understands the reasonable limitations of the literary arts and of science itself, and the significance of developing a deep personal knowledge of the Earth. Chet Bowers (2009) is an educational philosopher in environmental studies who writes about how particular cultural assumptions passed on through language frame where we pay selective attention, and he advocates for ecojustice ethics predicated on the ways in which people have lived more relational lives within ecosystems. Vandana Shiva (2005) is a physicist, ecofeminist, and environmentalist/ activist in India who understands the challenges for genetic engineering, biotechnology, intellectual property rights, and globalization; she advocates for the livelihoods of local farmers and the significance of local food production and cooperative ventures. James Sterba (2001) is an ethicist who writes a very concise, clear challenge to traditional ethics on three of my favorite science education topics; environmentalism, feminism, and multiculturalism. And finally, much of my thinking was shaped while studying with Barbara Thayer-Bacon (2008) at the University of Tennessee, a cultural studies professor and educational philosopher who shares a love for pluralism and understands the importance of school relationships which guide our interactions with others and within diverse ecologies.
Abram, D. (1996). The spell of the sensuous: Perception and language in a more-than-human world. New York: Vintage Books.
Berry, W. (2000). Life is a miracle: An essay against the modern superstition. Washington, DC: Counterpoint.
Bowers, C.A. (2009). Rethinking social justice issues within an eco-justice conceptual and moral framework. Journal of Educational Controversy, 4(1).
Shiva, V. (2005). Earth democracy: Justice, sustainability, and peace. Cambridge: South End Press.
Sterba, J. (2001). Three Challenges to Ethics: Environmentalism, Feminism, and Multiculturalism. New York and Oxford: Oxford University Press.
Thayer-Bacon, B.J. (2008). Beyond Liberal Democracy in Schools: The Power of Pluralism. New York: Teachers College Press
Forthcoming/ Selected Publications |
|
Stewart, A.J., & Mueller, M.P. (book, in preparation). The art of teaching science with essential questions. |
|
 |
Mueller, M.P., & Tippins, D.J. (2010). Ecodemocracy and school science: How projects of confluence guide the development of the ecosociocultural. In D. Tippins, M. Mueller, M. van Eijck & J. Adams (Eds.), Cultural studies and environmentalism: The confluence of ecojustice, place-based (science) education, and indigenous knowledge systems (pp. 00-00). New York: Springer. |
|
Tippins, D.J., & Mueller, M.P. (2010). Questions for Copenhagen: Ecojustice perspectives and summary. In D. Tippins, M. Mueller, M. van Eijck & J. Adams (Eds.), Cultural studies and environmentalism: The confluence of ecojustice, place-based (science) education, and indigenous knowledge systems (pp. 00-00). New York: Springer. |
|
Mueller, M.P., & Zeidler, D.L. (2010). Moral-ethical character and science education: Ecojustice ethics through socioscientific issues (SSI). In D. Tippins, M. Mueller, M. van Eijck & J. Adams (Eds.), Cultural studies and environmentalism: The confluence of ecojustice, place-based (science) education, and indigenous knowledge systems (pp. 00-00). New York: Springer. Chapter Rejoinder: Rowe, B.D. (2010). What’s wrong with genetic engineering? Ethics, socioscientific issues, and education. In D. Tippins, M. Mueller, M. van Eijck & J. Adams (Eds.), Cultural studies and environmentalism: The confluence of ecojustice, place-based (science) education, and indigenous knowledge systems (pp. 00-00). New York: Springer. |
 |
|
The above image represents some of the socioscientific issues discussed by Mueller and Zeidler in the above book chapter with a rejoinder by Rowe. There is an increasing ethical vulnerability for nonhumans in the genetic modification of their species Being with regards to GloFish®, cats, dogs, and monkeys for study.
|
|
|
Mueller, M.P., & Tippins, D.J. (2010). Nurturing morally defensible environmentalism. In D. Tippins, M. Mueller, M. van Eijck & J. Adams (Eds.), Cultural studies and environmentalism: The confluence of ecojustice, place-based (science) education, and indigenous knowledge systems (pp. 00-00). New York: Springer. |
|
Tippins, D.J., & Mueller, M.P. (2010). The need for confluence: Why a “river” runs through it. In D. Tippins, M. Mueller, M. van Eijck & J. Adams (Eds.), Cultural studies and environmentalism: The confluence of ecojustice, place-based (science) education, and indigenous knowledge systems (pp. 00-00). New York: Springer. |
|
Mueller, M.P., & Tippins, D.J. (2010). Prologue. In D. Tippins, M. Mueller, M. van Eijck & J. Adams (Eds.), Cultural studies and environmentalism: The confluence of ecojustice, place-based (science) education, and indigenous knowledge systems (pp. 00-00). New York: Springer. |
|
Tippins, D.J., Mueller, M.P., van Eijck, M., & Adams, J.D. (Eds.). (2010). Cultural studies and environmentalism: The confluence of ecojustice, place-based (science) education, and indigenous knowledge systems. New York: Springer. |
|
Mueller, M.P., & Tippins, D.J. (2010). Citizen science, ecojustice, and science education: Rethinking an education from nowhere. In B.J. Fraser, K. Tobin & C. McRobbie (Eds.), Second international handbook of science education (pp. 00-00). New York: Springer. |
Mueller, M.P. (2010). A/moral vulnerability for Chet Bowers and other ecojustice educators: A rejoinder to “rethinking social justice issues”. Journal of Educational Controversy. |
|
Mueller, M.P., & Pickering, J. (2010). Bee Hunt! Ecojustice in practice for Earth’s buzzing biodiversity. Science Activities. |
|
Mueller, M.P., & Tippins, D.J. (2010). van Eijck and Roth’s utilitarian science education: why the recalibration of science and traditional ecological knowledge invokes multiple perspectives to protect science education from being exclusive. Cultural Studies of Science Education, DOI: 10.1007/s11422-009-9236-z |
|
Mueller, M.P. (2009). On ecological reflections: the tensions of cultivating ecojustice and youth environmentalism. Cultural Studies of Science Education, 4(4), 999-1012 |
|
Mueller, M.P. (2009). Educational reflections on the “ecological crisis”: Ecojustice, environmentalism, and sustainability. Science & Education, 18(8), 1031-1056 |
|
Mueller, M.P., & Bentley, M.L. (2009). Environmental and science education in “developing nations”: A Ghanaian approach to renewing and revitalizing the local community and ecosystems. Journal of Environmental Education, 40(4), 53-63. |
|
Mahaya, E., Tippins, D.J., Mueller, M.P., & Thomson, N.E. (2009). Infectious disinfection: Exploring global water quality. Science Activities, 46(2), 25-31 |
|
 |
Tippins, D.J., & Mueller, M.P. (2009). As if local people and places mattered: A relational, ecological pragmatist framework to guide projects of rural science education. In W.M. Roth & K. Tobin (Eds.), The world of science education: Handbook of research in North America (pp. 529-542). Rotterdam: Sense. |
Mueller, M.P. (2009). Citizen science can renew a child’s love of nature. Education.com. Retrieved May 15, 2009, from http://www.education.com/reference/article/citizen-science-childrens-love-nature/ |
|
Mitchell, D., & Mueller, M.P. (2008). The role of ecological literacy in middle school learning communities. Tennessee Association of Middle Schools Journal, 39, 1-9. |
|
Mueller, M.P. (2008). Ecojustice as ecological literacy is much more than being “green!” Educational Studies, 44(2), 155-166. |
|
Article rejoinder: Bowers, C.A. (2008). More than being green. A response to Mike Mueller’s review of Transforming environmental education: Making the cultural and environmental commons the focus of educational reform. Educational Studies, 44(3), 301-306. |
|
Mueller, M.P. (2007). Integrating ecojustice in middle school science education. Tennessee Association of Middle Schools Journal, 37, 7-13. |
|
Mueller, M.P., & Bentley, M.L. (2007). Beyond the “decorated landscapes” of educational reform: Toward landscapes of pluralism in science education. Science Education, 91(2), 321-338. |
|
Mueller, M.P., & Valderrama, P. (2006). Crater appeal. Science Teacher, 73(5), 22-25. |
|
Forthcoming/ Selected Paper Presentations
Mueller, M.P., Rowe, B., Love, K., Bentley, M.L., & Pagan, T.W. (2009, November). Ecojustice perspectives: Environmentalism, food culture, and river advocacy. Panel session presented at the annual meeting of the American Educational Studies Association, Pittsburgh, PA.
Mueller, M.P. (2009, April). Way beyond cultural neutrality: Preparing teachers to think about justice, morals, and right relationships in science education. Invited symposium (Eco-justice in and through science education: A community discussion) paper presented at the annual meeting of the National Association of Research in Science Teaching, Anaheim, CA.
Mueller, M.P., & Love, K. (2009, January). Chet Bowers’ “Transforming environmental education: Making the renewal of the cultural and environmental commons the focus of educational reform”: Implications for teachers. Paper presented at the annual meeting of the Association for Science Teacher Education, Hartford, CT.
Eick, C.J., Tippins, D.J., Brown, S., Smolleck, L., Koehler, C., & Mueller, M.P. (2009, January). Science education scholarship for new professors: Defining and doing it for successful promotion and tenure. Paper presented at the annual meeting of the Association for Science Teacher Education, Hartford, CT.
Mueller, M.P. (2009, January). A guiding framework for taking action in the local community and ecosystems: Methods of science teaching that prepare teachers to engage in ecojustice activism. Paper presented at the annual meeting of the Association for Science Teacher Education, Hartford, CT.
Mueller, M.P., & Carroll, G.D. (2009, January). Exploring the community-ecology-education (CEE) movement in science education: Teaching methods that prepare local science teachers to engage students in ecojustice. Paper presented at the annual meeting of the Association for Science Teacher Education, Hartford, CT.
Mueller, M.P., & Tippins, D.J. (2008, October). A citizen-science movement for community life in the twenty-first century. Paper presented at the annual meeting of the American Educational Studies Association, Savanna, GA.
Mueller, M.P., Tippins, D.J., Pagan, T.W., Cajigal, A.R.V., Hodges, G.W., Britton, S.A., & Wilson, R.E. (2008, October). Beyond an education of nowhere: Advocacy, ecojustice, and uncertainty. Panel session presented at the annual meeting of the American Educational Studies Association, Savanna, GA.
Pagan, T.W., & Mueller, M.P. (2008, October). Do rivers have rights? River advocacy and uncertainty. Paper presented at the annual meeting of the North American Association of Environmental Education, Wichita, KS.
Carroll, G. D., Mueller, M.P., Shelton, J.L., & Jackson, R. (2008, October). Ecojustice, uncertainty, and teachers of Georgia’s Satilla watershed. Paper presented at the annual meeting of the North American Association of Environmental Education, Wichita, KS.
Mueller, M.P. (2008, October). Citizen science and ecojustice: Two challenges for preparing science teachers. Paper presented at the annual meeting of the Southeastern Association for Science Teacher Education, Columbia, SC.
Mueller, M.P. (2008, July). The moral and ethical consequences of engaging youth in scientific inquiry: Implications for strengthening communities through ecojustice and science education. Paper presented at the 2008 Provoking Research ProVoking Communities conference, Windsor, OT, Canada.
Mueller, M.P. (2008, March). Groundwork for ecojustice: Exploring the cultural myth of ecological crisis. Paper presented at the annual meeting of the American Education Research Association, New York, NY.
Mueller, M.P. (2008, January). The case for Chet Bowers’ ecojustice philosophy in science education. Paper presented at the annual meeting of the Association for Science Teacher Education, St. Louis, MO.
Science Education for EcoJustice
PowerPoint on EcoJustice and Science Education for download
Center for EcoJustice Education and “The EcoJustice Review” Journal Web site
A featured journal and educational conference for ecojustice scholars: American Educational Studies Association (AESA). Become a member of this community with other ecojustice scholars.
Join the Science Education for EcoJustice listserv for updated information and ecojustice research, references, conferences, discussions, curricula and pedagogy.
New ecojustice course coming this fall 2009: ESCI(EFND) 8310 Inquiry of EcoJustice Issues
EcoJustice publications: EcoJustice Foundations, EcoJustice Philosophy, and Science Education for EcoJustice
|
|
 |