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The article argues for pedagogical practices that strengthen holistic learning, community building, ecological awareness, and adaptation. It proposes ecocritical instruction supported by wild pedagogy to develop students’ emotional, social, and ecological selves and to move beyond unnoticed anthropocentric values. It highlights ecofiction and reading’s neurobiological effects, using Delia Owen’s 2018 novel Where the Crawdads Sing alongside three suggested activities.",{"@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/rewilding-the-imagination-teaching-ecocriticism-in-the-change-times/596966/",{"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/rewilding-the-imagination-teaching-ecocriticism-in-the-change-times/596966.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the article argue that post-secondary education needs reassessment in the change times?","Question",{"text":112,"@type":113},"It links ongoing climate change and biodiversity loss to widespread uncertainty, making traditional assumptions about human life and culture difficult to sustain. This motivates a radical reassessment of post-secondary pedagogical practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article connect ecocriticism with wild pedagogy?",{"text":117,"@type":113},"It states that ecocritical instruction guided by wild pedagogy supports students’ emotional, social, and ecological selves. It also helps move ecocritical curriculum beyond unnoticed anthropocentric values.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does ecofiction play in the proposed teaching approach?",{"text":121,"@type":113},"The article argues that fiction reading has unique neurobiological impacts, making ecofiction a valuable resource for fostering social imagining and community building. It illustrates this through Delia Owen’s 2018 novel Where the Crawdads Sing and three suggested activities.","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},596966,1792209367,{"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":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Rewilding the Imagination: Teaching Ecocriticism in the Change Times  \nEstella Carolye Kuchta, Department of English, Langara College, Canada  \nAbstract  \nUncertainty about the future is a defining feature of our times due to ongoing and global environmental emergencies. This reality prompts a re-evaluation of the traditional role, purpose, and ethics of post-secondary courses such as English literature. The present moment calls for pedagogical practices that support holistic learning, community building, ecological awareness, and adaptation skills. Ecocritical instruction guided by wild pedagogy concepts supports students’emotional, social, and ecological selves, and moves ecocritical curriculum beyond unperceived anthropocentric values. The unique neurobiological impacts of reading fiction make ecofiction a valuable resource for fostering social imagining and community building. Wild pedagogy principles are evident in Delia Owen’s 2018 ecofiction novel, Where the Crawdads Sing, and can be explored through three suggested activities.  \nRésumé  \nLes urgences environnementales mondiales actuelles font de l’incertitude face à l’avenir l’une des caractéristiques dominantes de notre époque. Cette réalité appelle la réévaluation du rôle, de l’objectif et de l’éthique traditionnels des cours postsecondaires ([ex. la](ex. la) littérature anglaise). L’heure est venue d’adopter des pratiquespédagogiques qui favorisent l’apprentissage holistique, le développement du sentiment d’appartenance, la conscience écologique et la capacité d’adaptation. L’instruction écocritique guidée par les concepts des pédagogies de la naturesoutientle soi affectif, social et écologique des apprenants et permetau programmed’enseignement écocritique d’aller au-delà des valeurs anthropocentriquesinconscientes. La lecture d’œuvres de fiction entraîne des répercussionsneurobiologiques particulières; ainsi, l’écofiction est une ressource précieuse pour nourrir l’imagination sociale et le sentiment d’appartenance. Les principes des pédagogies de la nature sont évidents dans le roman d’écofiction Where the Crawdads Sing de Delia Owen (v.f. : Là où chantent les écrevisses), publié en 2018, et ces principes peuvent être explorés à travers les trois activités suggérées.  \nKeywords: ecocriticism, wild pedagogies, ecofiction, Delia Owens, ecopedagogy, post-secondary education, literature, environment, neurobiology of reading  \nMots-clés : écocritique , pédagogies de la nature, écofiction , Delia Owens,écopédagogie , éducation postsecondaire, littérature, environnement, neurobiologie de la lecture  \n190 Canadian Journal of Environmental Education, 25, 2022  \nIntroduction: Teaching in the Change Times  \nWe are living in the Change Times. Unprecedented and ongoing environmental alterations caused by climate change and biodiversity loss make even the most routine assumptions about the ongoingness of human lives and lifestyles uncertain. These environmental instabilities throw the economic, technological, social, and familial lives of every human on the planet into uncertainty (Bendell, 2018; Bringhurst & Zwicky, 2018) . We cannot take for granted that any human culture anywhere on the planet will be able to maintain their current lifestyle into the next few decades. These “disturbing times, mixed-up times, troubling and turbid times,” as Haraway (2016, p. 1) describes them, call for a radical reassessment of the way we conceive of post-secondary pedagogical practice.  \nGrowing numbers of young adults arrive for their first semester at postsecondary institutions knowing or sensing these deep uncertainties. Indeed, skyrocketing diagnoses of North American youth anxiety and depression (Twenge, 2000; Gabor Maté, 2015, personal communication) and alarming increases in youth suicide (Twenge et al. , 2018) may be fuelled in part by this“knowing,” whether it is conscious and located in the brain or somatic and sensed in the nervous system. Acknowledged or not, instability and uncer","cbCaidoOWJfyhmmD","https://ap.wps.com/l/cbCaidoOWJfyhmmD","pdf",165422,17,"English","# Introduction: Teaching in the Change Times\n## Environmental uncertainty and post-secondary pedagogy\n## Student anxiety, depression, and social destabilization\n## Historical upheaval and present environmental degradation","[{\"question\":\"Why does the article argue that post-secondary education needs reassessment in the change times?\",\"answer\":\"It links ongoing climate change and biodiversity loss to widespread uncertainty, making traditional assumptions about human life and culture difficult to sustain. This motivates a radical reassessment of post-secondary pedagogical practice.\"},{\"question\":\"How does the article connect ecocriticism with wild pedagogy?\",\"answer\":\"It states that ecocritical instruction guided by wild pedagogy supports students’ emotional, social, and ecological selves. It also helps move ecocritical curriculum beyond unnoticed anthropocentric values.\"},{\"question\":\"What role does ecofiction play in the proposed teaching approach?\",\"answer\":\"The article argues that fiction reading has unique neurobiological impacts, making ecofiction a valuable resource for fostering social imagining and community building. It illustrates this through Delia Owen’s 2018 novel Where the Crawdads Sing and three suggested activities.\"}]","Rewilding the Imagination: Teaching Ecocriticism in the Change Times | PDF",1792084099,43]