Ecological Education: Reflection and Praxis

in the Context of Drought in Chihuahua




 Sara Soledad García



Institute of Ecología, A.C.

Rustic cover, size 17 x 23 cm

ISBN 970-709-057-X






This book is a unique and penetrating analysis of an action research project that investigates the scientific, socio-geographic and educational ramifications of drought in Chihuahua and one of its communities.  The project is a blended study that illustrates how research and theory of learning can be combined with scientific knowledge.  The intent is to gain a better comprehension of drought as a complex problem that requires attention from members of the community in multiple institutional roles.  The work of this volume is unique, original and should be of interest to a wide audience of educators, scientist and public relations analysts in Mexico and internationally.





Chapter I

Vygotskian Theory and Action Research:  Interdisciplinary collaboration and ecological literacy

Sara Soledad García


Chapter II

The insoluble connection between man and nature. 

Héctor Gadsden Esparza


Chapter III

The Water of Alamo Chihuahua:  antecedent Knowledge for pedagogy about drought

José Alfredo Rodríguez Pineda


Chapter III

Does an index of drought contribute to mitigate its effects?

Carlos Alfonso Muñoz Robles

Daniel Núñez López


Chapter V

Awareness through collaboration and praxis

Sara Soledad García


Chapter VI

Process, reflection and praxis: the voice of the practitioner

Part I

Myrna Rodríguez Zaragoza

Patricia Ochoa Tovar

Xóchitl Rivas Hong


Part II

Monserrat Portillo Díaz

Olivia G. Flores Armendáriz

Socorro E. Martínez Armenta


Part III

Pedro Hernández-Ramos





Sara Soledad García


Professor Sara S. Garcia completed her Ph.D. in Educational Psychology at UC-Santa Barbara specializing in language development, cognition and learning theory. While at UCSB she supervised teacher credential candidates, and held the position of lecturer in the Department of Chicano Studies. Professor Garcia worked as a consultant during the late 1970s and early 1980s with the California State Department of Education in linguistic assessment and is co-author of the Glossary of Bilingual Education Terms, an ERIC publication. She has published numerous articles and book chapters on teachers cultural knowledge and self-narrative inquiry. Professor Garcia has conducted work in action research projects in collaboration with other teacher educators and has a special interest in, ballad studies and the intersection of culture, self-identity and social interaction theory applied to education. A Fulbright scholar, professor Garcia has conducted an interdisciplinary action research project with school teachers and ecology researchers based on Vygotskian theory in a community in Mexicos northern desert region by using drought as a symbolic context. Two of her most notable publications appear in the Journal of Folklore Research (1994) and a collaborative study in the Journal of Communication Education (1997).

Most recently, Dr. Garcia interests are on collaborative scholarship with an emphasis on environmental education and ethics in ecology. At Santa Clara University Dr. Garcia directed the Teacher Education Program for seven years and created the Masters in Interdisciplinary Education. She also received grants from Stanford Universitys Service Learning Collaborative, and the Irvine Foundation. These provided the basis for the integration of the community-based component in the teacher credential program at SCU with an emphasis on critical pedagogy and collaborative faculty activities. Professor Garcia has been to El Salvador with the SCU Faculty Delegation and has presented professional papers in Mexico, Great Britain, the Netherlands, Germany, and Hungary.