Ecopedaogy is plural in definition between and within scholarship, with the following a paragraph of my own followed by some (possibly) helpful references.
Ecopedagogy is essentially literacy education – to read and re-read humans’ acts of environmental violence – coinciding with its popular education roots as reinventions of the pedagogies of the Brazilian pedagogue and philosopher Paulo Freire. Ecopedagogies are grounded in critical thinking and transformability to construct learning with increased social and environmental justice as the ultimate goal. Rooted in critical theories and originating from popular education models of Latin America, ecopedagogy is centered on better understanding the connections between human acts of environmental violence and social violence to cause injustices/oppressions, domination of the rest of Nature, and planetary unsustainability. Teaching to understand the social aspects of environmental issues, from local to global perspectives and knowledges[i], as well as through the scholarship of multiple disciplines, is essential to determine actions for lasting changes toward environmental wellbeing and planetary sustainability. (excerpt from 2020 book: Ecopedagogy: Critical Environmental Teaching for Planetary Justice and Global Sustainable Development)
Note: The plural form of knowledges signifies that individuals have multiple, and often contested, understandings which are culture-based (e.g., local knowledges, indigenous knowledges) and those emergent from dominant ideologies.
A few references
Gadotti, M. (2011). Adult education as a human right: The Latin American context and the ecopedagogic perspective. International Review of Education, 57(1), 9-25. doi:10.1007/s11159-011-9205-0
Gadotti, M. (2009). Eco-pedagogy: extending the educational theory of Paulo Freire to sustainability. Young people, education, and sustainable development: exploring principles, perspectives, and praxis, 107.
Gadotti, M. (2008). What we need to learn to save the planet. Journal of Education for Sustainable Development, 2(1), 21-30.
Gadotti, M. (2008). Education for sustainable development: What we need to learn to save the planet. São Paulo: Instituto Paulo Freire.
Gadotti, M. (2008). Education for sustainability: A critical contribution to the Decade of Education for Sustainable development (Vol. 4). São Paulo: Paulo Freire Institute.
Gadotti, M., & Torres, C. A. (2009). Paulo Freire: Education for development. Development and Change, 40(6), 1255-1267. doi:10.1111/j.1467-7660.2009.01606.x
Grigorov, S., & Fleuri, R. (2012). Ecopedagogy: Educating for a new eco-social intercultural perspective. Visão Global, Joaçaba, 15(1-2), 433-454.
Gutiérrez, F., & Prado, C. (1989). Ecopedagogia e cidadania planetária. (Ecopedagogy and planetarian citizenship). São Paulo: Cortez.
HaLevi, D. Y. E., Misiaszek, G. W., Kelly, H., Shah, S., Mugarura, C., & Walsh, L. (2018). Building eco-social resilience in the face of climate change and drought: How permaculture pedagogy and praxis can benefit rural communities and their environment. In W. Leal Filho (Ed.), Climate Change Management. London: Springer.
Kahn, R. (2010). Critical pedagogy, ecoliteracy, and planetary crisis: The ecopedagogy movement (Vol. 359). New York: Peter Lang.
Kahn, R. (2009). Producing crisis: Green consumerism as an ecopedagogical issue. In J. Sandlin & P. McLaren (Eds.), Critical pedagogies of consumption: Living and learning beyond the shopocalypse (pp. 47-57). New York, NY: Routledge.
Kahn, R. (2008). From education for sustainable development to ecopedagogy: Sustaining capitalism or sustaining life. Green Theory & Praxis: The Journal of Ecopedagogy, 4(1).
Kahn, R. (2003). Towards ecopedagogy: Weaving a broad-based pedagogy of liberation for animals, nature, and the oppressed people of the earth. Animal Liberation Philosophy and Policy Journal.
Misiaszek, G. W. (2020 (forthcoming)). Ecopedagogy: Critical Environmental Teaching for Planetary Justice and Global Sustainable Development. London: Bloomsbury.
Misiaszek, G. W. (2019). Countering post-truths through ecopedagogical literacies: Teaching to critically read “development” and “sustainable development”. Educational Philosophy & Theory.
Misiaszek, G. W., & Torres, C., A. (2019). Chapter five: The missing chapter of Pedagogy of the Oppressed. In C. Torres, A. (Ed.), Wiley handbook of Paulo Freire. New Jersey: Wiley.
Misiaszek, G. W. (2019). Ecopedagogy and comparative education as inseparatable pedagogies. In M. A. Peters (Ed.), Encyclopedia of Teacher Education. Singapore: Springer Nature
Misiaszek, G. W. (2019). Teaching to read environmental and social violence: Ecopedagogical literacies through local to planetary lenses. In M. A. Peters (Ed.), Encyclopedia of Educational Innovation. Singapore: Springer Nature.
Misiaszek, G. W., & Torres, C. A. (2019). Ecopedagogy: The missing chapter of Pedagogy of the Oppressed. In C. Torres, A. (Ed.), Wiley Handbook of Paulo Freire (pp. 463-488). New Jersey: Wiley-Blackwell.
Misiaszek, G. W. (2018). Educating the global environmental citizen: Understanding ecopedagogy in local and global contexts. New York: Routledge.
Misiaszek, G. W. (2016). Comparing Global Citizenship Education (GCE): Critical Analyses of GCE’s Contested Terrain. Revista Española de Educación Comparada (REEC, Spanish Journal of Comparative Education) of the Sociedad Española de Educación Comparada (Spanish Society of Comparative Education) and the UNED(28).
Misiaszek, G. W. (2016). Ecopedagogy as an element of citizenship education: The dialectic of global/local spheres of citizenship and critical environmental pedagogies. International Review of Education, 1-21. doi:10.1007/s11159-016-9587-0
Misiaszek, G. W. & Misiaszek, L. I. (2016) “Global Citizenship Education and Ecopedagogy at the Intersections: Asian Perspectives in Comparison.” Asian Journal of Education (journal of Seoul National University School of Education), V.17, Special Issue, pp. 11-37.
Misiaszek, G. W. (2015). Ecopedagogy and Citizenship in the Age of Globalization: Connections between Environmental and Global Citizenship Education to Save the Planet. European Journal of Education. 50(3).
Misiaszek, G. W. (2014). Environmental Education through Global and Local lenses: Ecopedagogy and globalizations in Appalachia, Argentina, and Brazil. In D. A. Turner & H. Yolcu (Eds.), Neoliberal Educational Reforms: A Critical Analysis (pp. 184-203). New York: Taylor & Francis/Routledge.
Misiaszek, G. W. (2014). Learning from Southern environmental education models: Borrowing ecopedagogy through processes of globalization from below. Éducation Comparée (10), 209-241.
Misiaszek, G. W. (2012). Transformative environmental education within social justice models: Lessons from comparing adult ecopedagogy within North and South America. In D. N. Aspin, J. Chapman, K. Evans & R. Bagnall (Eds.), Second International Handbook of Lifelong Learning (Vol. 26, pp. 423-440). London: Springer.
Whiting, K., Konstantakos, L., Misiaszek, G. W., Simpson, E., & Carmona, L. (2018). Education for the Sustainable Global Citizen: What Can We Learn from Stoic Philosophy and Freirean Environmental Pedagogies? , 8(4), 204.