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The island of Lesvos serves as a symbol of migration in the Mediterranean. From 2015 onwards, a steady stream of volunteer tourists began working on the island. Between 2019 and 2022 various 'crises' such as the Covid-19 pandemic, the fire at the Moria camp, and the rise of the far right in Greece significantly altered living conditions for both refugees and volunteer workers on the island. The authors employ a comparative patchwork autoethnography to rethink participant observation to fit the pandemic era. Through a situated, relational, and more-than-representational analysis of autoethnographic material and the confrontation between the authors' experiences, the aim of this paper is to investigate how migrant support volunteer tourism interacts with various simultaneous 'crises' ongoing on Lesvos. This led to a reimagining of the way we understand volunteer tourism over its 'pro vulnerable' approach. [ABSTRACT FROM AUTHOR]

Global environmental challenges brought on by over-consumption, limited resources, and climate change will task teacher education programs to prepare teacher candidates with new paradigms in problem-solving, collaboration, and innovation. Skills such as collaborating across cultures and borders, thinking critically and creatively, reflecting on deeply embedded assumptions, and negotiating uncertainty will all be needed to surmount these challenges. EcoJustice education addresses these needs. When combined with critical place-based pedagogies, skills, and attitudes associated with global citizenship may also develop. Four preservice teachers participated in a research trip to Lesvos, Greece, to learn about and aid in the refugee crisis there. Participants documented their experiences via critical reflections and dialogues and analyzed these data. Findings suggest that through engagement in a critical place-based learning experience, preservice teachers challenged conceptions of their role as Americans and shifted towards a more global, EcoJustice consciousness. [ABSTRACT FROM AUTHOR]