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Critical pedagogy, even as inflected by certain poststructuralisms, tends to reinforce rather than subvert deep-seated humanist assumptions about humans and nature by taking for granted the borders that define nature as the devalued Other. These assumptions are called into question by discussion of how relationships between language, communication, and meaningful experience are conceptualized outside the field of critical pedagogy. We deal constructively with some anthropocentric blind spots within critical pedagogy generally and within poststructuralist approaches to critical pedagogy in particular. We hope to illuminate places where these streams of thought and practice move in directions compatible with critical environmental education.