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1.
Joshua Russell 《The Journal of environmental education》2020,51(3):232-245
AbstractThis article provides an overview of the ethical and educational functions of storytelling in fishing and hunting practices and pedagogies. I explore various psychological, anthropological, and ethical theories surrounding storytelling as a way of encouraging deeper, more robust engagement among humans, nonhuman animals, and myriad beings that exist alongside of us in our multispecies communities. Drawing on animal studies, narrative theory, and critical pedagogy as well as ongoing qualitative research, I offer potential ways of incorporating a wider “ecology of stories” into situated hunting and fishing practices to engage more ethically with the people and beings that dwell in a given place. 相似文献
2.
Kgosietsile Velempini Bruce Martin Thomas Smucker Adah Ward Randolph John E. Henning 《Environmental Education Research》2018,24(7):1000-1016
This study explored the extent to which teachers integrate environmental education and local environmental knowledge into the curriculum of a secondary school in the Okavango Delta of Botswana. In doing so, the study explored the potential value of place-based education in redressing concerns brought to light in postcolonial critiques of education in southern Africa. The study found that teachers sought to integrate environmental education into the curriculum through lessons that included references to local place names and local flora and fauna, lessons addressing issues related to environmental resource management in the region, and the acknowledgment and celebration of traditional lifestyle activities in the schools. The study also found that efforts to integrate environmental education into the curriculum were limited by a lack of educational resources needed to support these endeavors as well as a lack of adequate teacher training promoting this educational goal. The results also illustrate the potential value of place-based education in redressing the legacy of southern Africa’s colonial past in schools in Botswana and southern Africa. 相似文献
3.
Susanne C. Paulus 《Journal of Adventure Education & Outdoor Learning》2016,16(2):117-130
This article explores a pluralist understanding of learning for sustainability in educational theory and relates it to outdoor education practice. In brief, this kind of learning can be described as a deep engagement with an individual’s multiple identities and the personal location in diverse geo-physical and socio-cultural surroundings. I identify the intersection of learning for sustainability and pluralism in three themes: learning as transformation, learning as participation and learning about identities and spaces. The reflections on what kind of learning outdoor education could seek to promote potentially help the field to clarify its role as a sustainable education approach. A programme designed to be responsive to both sustainability and pluralism would enable learners to explore the multifacetedness of a location and provide space for them to share and exchange individual experiences, perceptions and worldviews. 相似文献
4.
Zane Ma Rhea 《The Journal of environmental education》2018,49(2):103-116
ABSTRACTThis study takes food as its scape to propose an Indigenist, Gaian pedagogy and asks what food studies might reveal ecopedagogically for approaches to teaching about Indigenous matters in the context of environmental education and its research. Drawing on empirical research about food and Indigenous-settler relations in Australia, and through analysis of data amassed from student assignments on food sources conducted over a six- year period, I find that there is resistance to taking an Indigenist approach to critical, place-based education (PBE) even as Indigenous scholarship argues for its urgent need. Even more muted is the recognition of Gaian understanding of the need to preserve the languages of “Scapes” to help with this work. 相似文献
5.
《The Educational forum》2012,76(1):71-79
AbstractMany bright, talented girls from populations traditionally underrepresented in Science, Technology, Engineering, and Mathematics (STEM) are underachieving or disengaged in school, despite having an interest in STEM. Qualitative research was conducted with teenaged girls from culturally and academically diverse backgrounds participating in an extracurricular scientific diving SCUBA program. The program provided opportunities for these girls to learn and apply STEM knowledge and SCUBA diving skills during research, service learning and place-based, hands-on projects. Findings suggest that motivation for STEM in teenaged girls increases when they are able to participate in real-life, place-based activities they find personally meaningful with other interest-based peers and mentors. 相似文献
6.
在地化教学是一种开发课程和实施教学的方法.这种方法要求充分利用当地的人文环境和自然环境,从当地选取素材编制教学活动,旨在帮助当地学生更好地达到统一规定的教育要求,同时增进他们对当地社会、文化和生态环境等方面的了解,加强他们对当地的情感联结和责任担当.在地化教学在美国兴起主要是受到环境保护运动、反标准化教育改革以及农村教... 相似文献
7.
为应对自然生态危机、贫困学生的学业质量危机以及乡村青年的地方身份认同危机,部分西方国家的乡村教育经历着以"地方"为支点的教育生态转型实践,即在地化教育。在地化教育的理念辩证地融合了生态正义理论、实用主义教育哲学以及批判教育学的理论内涵,通过为"地方"赋权,将培养公民意识、增进社区福祉以及提升学校效能紧密联系起来,学校教育转向"教人存在"的生态思维,以"自下而上"的变革方式为主导,以学习和教学方式变革为手段,以主题课程为载体,以社区资源、知识、文化的教育价值为中介,提高了学生的学业成就,助力社区民主和生态治理,体现了其可持续的本质。 相似文献
8.
David Chang 《Environmental Education Research》2017,23(5):722-732
An efficacious response to the ecological crisis requires a thorough examination of our material entitlements and a willingness to reduce our ecological impact by diminishing current levels of consumption. Drawing on the example of air pollution in China, I present a case for the reduction of consumption and impact as a worthy outcome of place-based environmental education. I consider the challenges that place-based educators face in initiating a reduction in collective impact among its constituents, which stem from theoretical assumptions about the link between the local and the global, and the influence of non-local socio-economic forces. Because the current planetary situation complicates the task of the place-based educator, and one’s investment in place may be assailed by trans-national forces, I forward ecological virtue ethics as a complementary form of environmental education, which in conjunction with place-based education, can serve to promote a reduction in consumption and impact among local communities. 相似文献
9.
Tonya Rooney 《Environmental Education Research》2015,21(6):885-898
In a move away from the open or low-fenced grounds that have traditionally been a feature of Australian school design, the last decade has seen a growth in the installation of high-security fences around schools. These structures, far from being passive and neutral, act to redefine the possibilities for movement and connectivity in the local landscape. This paper looks beyond the impact of fences on safety and security to explore the wider implications of these structures. By bringing together perspectives on children’s experience of independent mobility, belonging and attachment to place, the paper opens up new avenues for thinking about how children’s learning is shaped by the relationship between school, community and the boundaries between them. It provides a starting point for understanding how high-security boundaries can impact on children’s learning and why at times these structures may pose more risks than those they aim to address. 相似文献
10.
Julianne Lynch Efrat Eilam Martin Fluker Naomi Augar 《Environmental Education Research》2017,23(5):708-721
Community-school partnerships are an established practice within environmental science education, where a focus on how local phenomena articulate with broader environmental issues and concerns brings potential benefits for schools, community organisations and local communities. This paper contributes to our understanding of such educational practices by tracing the diverse socio-material flows that constitute a community environmental monitoring project, where Australian school students became investigators of and advocates for particular sites in their neighbourhood. The theoretical resources of actor-network theory are drawn upon to describe how the project – as conceptualised by its initiators – was enacted as both human and non-human actors sought to progress their own agendas thus translating the concept-project into multiple project realities. We conclude by identifying implications for sustaining educational innovations of this kind. 相似文献