Environmental education: a field in tension or in transition?

González‐Gaudiano, Édgar

doi:10.1080/13504620600799042

Cited by 43 publications

(22 citation statements)

References 18 publications

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“…This debate is very passionate as reflected by the choice of language and descriptions in the literature. Gonzalez-Gaudiano (2006), for example, raised the question of 'a field in tension or in transition?' He argues, for example, that 'sustainable development is a case of an empty signifier, which operates like a huge myth with pretensions of being a salvation grand narrative ' (p. 207), and that he wonders 'if ESD is not precisely more susceptible to technocratic rationality, to behaviour change goals, free market…”

Section: Theoretical Underpinningmentioning

confidence: 99%

The Impact of Socio-environmental Projects of Jewish and Bedouin Youth in Israel on Students’ Local Knowledge and Views of Each Other

Alkaher¹,

Tal²

2013

International Journal of Science Education

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This study is part of a first study of collaborative socio-environmental projects that engage Jewish and Arab students in Israel in learning about their local environment and about each other through outdoor learning and environmental action. We used ideas of social learning and environmental citizenship to frame our research. We investigated students' knowledge regarding their local environment and their knowledge of each other's community. We also studied the participants' views regarding their project-partners'environmental knowledge, awareness and behaviour in comparison to their own. Initially, differences were found regarding various aspects of the students' socio-environmental knowledge and in students' views of their counterparts' environmentalism. At the end of the projects, students showed better understanding of local socio-environmental issues and demonstrated changes in their original views towards the environmental awareness and behaviour of their counterparts. These findings suggest that projects which involve students from segregated communities not only promote environmental awareness but contribute to a reduction in mutual prejudices. We suggest that the differences we found are not related to ethnicity, but rather to students' socioeconomic status and experience in environmental education programmes.

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Section: Theoretical Underpinningmentioning

confidence: 99%

The Impact of Socio-environmental Projects of Jewish and Bedouin Youth in Israel on Students’ Local Knowledge and Views of Each Other

Alkaher¹,

Tal²

2013

International Journal of Science Education

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“…This is represented by the word 'socio-cultural'. Some environmental educators argue for this inclusion because the preservation of a variety of cultures and their associated traditions means that multiple ways of interpreting our world can be employed when considering solutions for an issue (González-Gaudiano 2006). In addition, the richness of the diversity of cultures and languages can be appreciated and celebrated.…”

Section: Introductionmentioning

confidence: 99%

Measuring student teachers’ understandings and self-awareness of sustainability

Birdsall

2013

Environmental Education Research

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Understanding sustainability is important, as people need to cope with issues associated with over-population and over-consumption. Education is seen as a key strategy to assist with the development of people's understandings of this complex concept, which could then lead to them being able to make more sustainable lifestyle decisions. In order to teach this concept, teachers need to understand sustainability. This paper investigated 77 New Zealand student teachers' understandings of sustainability and the level of self-awareness of their understandings. A definition of sustainability was developed for this research from which two tools were constructed to measure these teachers' level of understanding and self-awareness. Findings showed that many of these student teachers had simplistic understandings of sustainability that were focused on an environmental component. Further evidence of their low level of understanding was illustrated in the way that over half of this group were not able to accurately rate their own level of understanding. These findings suggest a need for the development of teachers' understandings of sustainability so that they can plan and teach effective sustainability education programmes.

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“…Los defensores de la EDS ven en esta alternativa una respuesta in tegral acorde con nuestro tiempo, capaz de superar las deficiencias y sesgos de la EA (Mora , 2011 Sin embargo, autores como González-Gaudiano (2006, Sauvé (2007), Irwin (2008), Meira (2008) y Caride (2008, coinciden en que la EDS puede estar contribuyendo a la fragmen tación y desconexión de los diferentes enfoques pedagógicos, donde lo ambien tal se ha reducido a su mínima expresión al considerar que la crisis ambiental es más social que de índole ecológica. Así la EDS se presenta con pretensiones de estadio superior de la evolución del campo de la EA, desconociendo una evolución de más de tres décadas de posicionamiento -no sin problemas-de la EA, tanto en las políticas de gestión ambiental como en la gestión educativa, tiempo en el que se constituido como un campo en permanente construcción y lu cha de configuración discursiva abierta, múltiple y relacional, pero que al tiempo, ha podido dar cuenta de un imaginario pedagógico y de un ideario político que se encuentran vigentes (Mora,, 2009).…”

Section: ¿Es Necesario Educar En Desarrollo Sostenible?unclassified

Implicaciones De La Educación Para El Desarrollo Sostenible en La Enseñanza De La Biología en El Marco De La Globalización

Torres¹,

Castaño²

2013

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Esta investigación analiza las implicaciones que conlleva educar en educación para el desarrollo sostenible en el marco de la globalización y del sistema económico capitalista como principal motor del constante debate por la conservación de la biodiversidad, como parte del desarrollo del trabajo de grado en la línea de investigación Configuración de la Vida y de lo Vivo en contextos culturalmente diferenciados, del Departamento de Biología de la Universidad Pedagógica Nacional. Aunque se considera la educación como un eje articulador de los tejidos sociales, no se ha profundizado en las condiciones que actualmente enmarcan nuestro contexto geopolítico, en aspectos de orden económico que reconocen a la conservación de la biodiversidad como relevante para el desarrollo sostenible.Esta investigación se realizó desde el enfoque hermenéutico-críticoque aborda la problemática desde las perspectivas de la economía política basado en una postura marxista, la conservación y la educación a partir de las dinámicas de la globalización en donde priman las relaciones de mercado. Se muestra que es necesario propiciar campos que permitan generar diálogos de saberes que reconozcan las culturas latinoamericanas como parte de un proceso de recuperación de nuestra propia identidad latinoamericana, en donde se pueda constituir alternativas desde la enseñanza de la biologíayla educación ambiental, como parte de la solución a las crisis de un mundo globalizado.

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Environmental education: a field in tension or in transition?

Cited by 43 publications

References 18 publications

The Impact of Socio-environmental Projects of Jewish and Bedouin Youth in Israel on Students’ Local Knowledge and Views of Each Other

The Impact of Socio-environmental Projects of Jewish and Bedouin Youth in Israel on Students’ Local Knowledge and Views of Each Other

Measuring student teachers’ understandings and self-awareness of sustainability

Implicaciones De La Educación Para El Desarrollo Sostenible en La Enseñanza De La Biología en El Marco De La Globalización

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