global-journal-of-human-social-science-a-arts-humanities Global Journal of Human-Social Science - A: Arts & Humanities 0975-587X 2249-460X Global Journals Publishing Group Incorporated 55059 Eco-centric Versus Anthropocentric Approach in Literary Pedagogy Inclusion of Non human Narratives as Teaching Social Justice Ecocentrism and Social Justice in Literature Curricula ShamsAhmed Tahsin AkterSanjida UNITED STATES, University of Notre Dame 01 11 2022 22 A9 1 9

Inter-cultural approaches in literary pedagogy aim to enlighten the learners, researchers, and literary practitioners on social justice concerns, for instance, human rights, gender roles, and power relations, in their course objectives. Culturally responsible pedagogy theorists state that the inclusive litculture teaching method evades borders and boundaries of biases. However, the eco-centric approach argues that most pedagogical perspectives are human-centric in literary discourse. As a result, the powerrelation between ‘voices’: human and non-human, heard and unheard, exists as a binary non-symbiotic relation even in academic practices. This article investigates how an eco-centric approach can be implied in literary pedagogy by revisiting the undergraduate literature curriculum through qualitative and quantitative inductive methods. Firstly, undergraduate literature course objectives are diagnosed from an interdisciplinary lens that aims at developing symbiotic relationships among living beings.

 eco-centric approach anthropocentric approach literary pedagogy intercultural approach inclusive lit-culture teaching teaching social justice. Full Text

Inter-cultural approaches in literary pedagogy aim to enlighten the learners, researchers, and literary practitioners on social justice concerns, for instance, human rights, gender roles, and power relations, in their course objectives. Culturally responsible pedagogy theorists state that the inclusive lit-culture teaching method evades borders and boundaries of biases. However, the eco-centric approach argues that most pedagogical perspectives are human-centric in literary discourse.