<b>Critical pedagogy, ecoliteracy, and planetary crisis: the ecopedagogy movement</b>, by Richard Kahn

Mandell, Alan; Coulter, Xenia

doi:10.1080/19460171.2011.628073

Cited by 3 publications

(4 citation statements)

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“…Tafangenyasha et al [4] suggested that wildlife protection can be guaranteed in the foreseeable future if novel stimulating environments are found. The findings corroborate the findings by earlier workers Scoones [1], Kahn [5].…”

Section: Introductionsupporting

confidence: 93%

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2017

IJESNR

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Wildlife protection is a futile exercise that should inevitably result in species doom and extinctions if there are no turnaround motivational strategies. Guns, drones, handcuffs and imprisonment represent hard approaches in wildlife conservation which may have not worked with rhino, elephant and tiger protection. Smart approaches endeavour to dwell on the primary of motivational demonstrations at instruction issuing parades and environmental awareness and education campaigns. Adapting the To ma To HAKA Rugby technique is simple enough to replace the status quo at instruction parades. The HAKA should be translated as a medium for captivating the game guards and instil apprehension in the counter culture participants. Audience in the participation should simply enjoy the motif and permanently embed the doctrines of wildlife conservation and even encourage self-reporting. The adapted HAKA can be monitored using established protocols in more recent literature. The HAKA provides a useful template that can be adapted to suit sovereignty and public acceptance. HAKA represents a remedy to the failure of the state in wildlife protection.

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Section: Introductionsupporting

confidence: 93%

Untitled

2017

IJESNR

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“…Studies have shown that there is a contradiction between economic growth and sustainability and that sustainability and sustainable development are not the same thing. Sustainability and sustainable development are not the same thing (Washington, 2015), the main causes of environmental unsustainability are precisely the population and consumption growth associated with economic growth and industrial development and the increasing demand for natural resources (Kahn, 2010;Kopnina, 2016;O' Neill, 2012;Washington, 2018). Social and economic priorities have been emphasized at the expense of ecological concerns in education and training processes (Bonnett, 2015;Fien, 2010;Kahn, 2010;Kopnina, 2016;Nocella, 2007;Sitka-Sage et al, 2017).…”

mentioning

confidence: 99%

“…Sustainability and sustainable development are not the same thing (Washington, 2015), the main causes of environmental unsustainability are precisely the population and consumption growth associated with economic growth and industrial development and the increasing demand for natural resources (Kahn, 2010;Kopnina, 2016;O' Neill, 2012;Washington, 2018). Social and economic priorities have been emphasized at the expense of ecological concerns in education and training processes (Bonnett, 2015;Fien, 2010;Kahn, 2010;Kopnina, 2016;Nocella, 2007;Sitka-Sage et al, 2017). It has been noted that economic growth to raise living standards will have a potentially devastating impact on the global ecosystem (Nemetz 2013).…”

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confidence: 99%

Examining the learning objectives related to sustainable development in high school physics curricula vis-à-vis the sustainable development goals and revised Bloom’s taxonomy

ERDEMIR

2024

Preprint

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This study determines and classifies the learning objectives related to sustainable development (SD) in the physics curricula of the 9th, 10th, 11th, and 12th grades in line with the sustainable development goals set by the United Nations (UN) and Revised Bloom’s Taxonomy (RBT). The classification of learning objectives in line with RBT revealed that these objectives only focus on the cognitive domain, and no learning objectives considering the affective and psychomotor domains were present in the curriculum. Regarding the levels of cognitive learning, the objectives were mainly related to applying, analyzing, and evaluating. The classification of objectives in line with the SD goals showed that the objectives were mostly concerned with the economic pillar of sustainability, followed by the environmental and social pillars. The study concludes that SD-related learning objectives in the physics curriculum are related to the cognitive domain rather than the affective and psychomotor domains.

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“…to date, both critical and feminist pedagogies have remained rooted in a fundamentally anthropocentric worldview. Fortunately, nascent scholarship in the fields of ecofeminist pedagogy (Houde and Bullis 1999;Pilgrim and Davis 2015;Chattopadhyay 2019), ecopedagogy (Kahn 2010), and critical animal pedagogies (Andrzejewski, Pedersen, and Wicklund 2009;Dinker and Pedersen 2016;Nocella 2019) has begun to challenge speciesist education. These newer frameworks are examining the relationships between humans and nonhuman animals, who are not only oppressed but are literally consumed by the billions.…”

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confidence: 99%