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Teaching the connections between environmentally‐harmful acts and social conflict is essential but is often ignored in education. This article presents two ways in which these are not taught because of the policies of those who benefit from the ignorance of these connections: first, the avoidance of teaching global‐local connectivity and second, the devaluing of non‐dominant cultures. Ecopedagogy is a democratic, transformative pedagogy centred on increasing justice by critically teaching the politics of environmental issues. I argue that global citizenship education ( GCE ) must be an element of ecopedagogy to contextually learn globalisation's effects upon local communities. In addition, GCE 's goal is to increase students' understanding of diverse cultures to respect them. Ecopedagogy is also essential to GCE to fully teach social conflicts resulting from environmentally harmful acts. I offer policy and pedagogical changes to disrupt reproductive environmental pedagogies that help to sustain environmental ills for ecopedagogy‐ GCE models to emerge.
Greg William Misiaszek (Fri,) studied this question.