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Using personal narratives and insights from the emerging field of fat studies, the work provides a critical analysis of obesity discourse in environmental writing and environmental education. It argues that intersectional analyses of embodiment, abjection, and crisis rhetoric can generate productive approaches for both environmental education and fat studies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/fatties-cause-global-warming-fat-pedagogy-and-environmental-education/596594/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/fatties-cause-global-warming-fat-pedagogy-and-environmental-education/596594.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does environmental education relate to obesity discourse in the document?","Question",{"text":112,"@type":113},"Environmental education reinforces dominant obesity discourses by privileging “fit” and “able” bodies rather than addressing body size diversity.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role do personal narratives play in the analysis?",{"text":117,"@type":113},"The authors use personal narratives and academic insights to show how they have been shaped by size privilege and obesity discourse in their experiences as students, teachers, and researchers.",{"name":119,"@type":110,"acceptedAnswer":120},"What intersectional concepts are proposed as generative for fat studies and environmental education?",{"text":121,"@type":113},"The document argues that intersectional analyses of embodiment, abjection, and crisis rhetoric could generate productive directions for both environmental education and fat studies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596594,1792191166,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","“Fatties Cause Global Warming”: Fat Pedagogy and Environmental Education  \nConstance Russell, Erin Cameron, Teresa Socha, & Hannah McNinch, Lakehead University, Canada  \nAbstract  \nEnvironmental education is one site of many that reinforces dominant obesity discourses and weight-based oppression through privileging fit, able bodies. Using personal narratives and insights from the nascent field of fat studies, we offera critical analysis of obesity discourse in environmental writing in general and environmental education in particular. We argue that intersectional analyses of embodiment, abjection, and crisis rhetoric could be generative for both environmental education and fat studies.  \nResumé  \nL’éducation environnementale est l’un des nombreux domaines qui fortifient les perspectives de l’obésité dominantes et l’opposition au surpoids en favorisant un corps sain et agile. En se servant de la narration et de l’expérience personnelledécoulant de la sphère naissante des études sur le surpoids, nous présentons une analyse critique dela perspective del’obésité dans les publications environnementales en général et en éducation environnementale en particulier. Nous avançons que les analyses multidimensionnelles de la personnification, de l’abjection et de la rhétorique de la crise pourraientdégager des enseignements intéressants tant pour l’éducation environnementale que pour les études sur le surpoids.  \nKeywords: environmental education, outdoor education, humane education, fat pedagogy, obesity discourse, crisis discourse, embodiment, intersectional analyses  \nIntroduction  \nA newspaper headline blares,“Fatties Cause Global Warming”(Jackson, 2009) . Respected environmentalists take up the charge: “Fat People Causing Climate Change, says Sir Jonathan Porritt” (Gray, 2009) . To be fair, a few news writers such as Gorrie (2009) criticized the research that was the source of these headlines, but most of the press appeared to gleefully endorse the notion that fat people are responsible for climate change. That fat people are now being demonized in environmental circles would come as no surprise to those writing about fat shaming and stigmatization (Gard & Wright, 2005) . Obesity discourse is becoming more common not only in environmental communications in general, but also in environmental education.  \nCanadian Journal of Environmental Education, 18, 2013 27  \nIn Russell and Fawcett’s (2013) introduction to the section of the International Handbook of Research on Environmental Education devoted to marginalized voices in the field, they note the sparse to nonexistent environmental education research related to class, disability, sexuality, and body size. Environmental education is not merely silent about body size, but actually reinforces dominant obesity discourses by privileging “fit” and “able” bodies. Taking inspiration from fat studies and feminist poststructuralism, we critically analyze the (re)production of privileged bodies in environmental education and point to ways in which the field could address such oppression. Following Newbery (2003), we wish to draw attention to how environmental education continues to “divide groups of people into strong/able/male and Other”(p. 205) . We need to consider how bodies are turned into political sites of privilege and oppression through (self) regulation, disciplining, and degradation in mainstream Western society in general and in environmental education in particular. Further, we need to understand the culture of internalized oppression and commit to anti-oppressive practices that disrupt obesity intolerance and discrimination (Boling, 2011) . As scholars in environmental education, physical education, and health promotion, we argue that one place to start understanding this culture of internalized oppression is to understand how we ourselves have (re)produced or resisted weight-based oppression. We thus will begin by reflecting upon our own (dis)embodied experiences in environmental ","cbCaicjZHykZTSaP","https://ap.wps.com/l/cbCaicjZHykZTSaP","pdf",1004965,"English","# Introduction\n# (Dis)Embodied Encounters in Environmental Education","[{\"question\":\"How does environmental education relate to obesity discourse in the document?\",\"answer\":\"Environmental education reinforces dominant obesity discourses by privileging “fit” and “able” bodies rather than addressing body size diversity.\"},{\"question\":\"What role do personal narratives play in the analysis?\",\"answer\":\"The authors use personal narratives and academic insights to show how they have been shaped by size privilege and obesity discourse in their experiences as students, teachers, and researchers.\"},{\"question\":\"What intersectional concepts are proposed as generative for fat studies and environmental education?\",\"answer\":\"The document argues that intersectional analyses of embodiment, abjection, and crisis rhetoric could generate productive directions for both environmental education and fat studies.\"}]","Fatties Cause Global Warming - Fat Pedagogy and Environmental Education | PDF",1792083366,48]