Teaching Adult Ecojustice Education

Dentith, Audrey M.; Thompson, Onah P.

doi:10.1002/ace.20222

Cited by 4 publications

(2 citation statements)

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“…Research suggests that adult literacy education is an important site for education about the natural environment and, in particular, the looming climate change crisis (Damico et al, 2020; Dentith & Thompson, 2017). Literacy educators, therefore, have a crucial role to play, and various frameworks for addressing the complex social justice dimensions of environmental education in literacy programs have been proposed.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Literacy educators, therefore, have a crucial role to play, and various frameworks for addressing the complex social justice dimensions of environmental education in literacy programs have been proposed. For example, Dentith and Thompson (2017) outline a framework for ecojustice education that is ‘mainly concerned about social justice for those marginalised people most affected by climate change and pollution’ (p. 66). Appleby (2017, 2020), while acknowledging the particular vulnerabilities of marginalized communities, highlights the impact of alienation from nature that is a broader societal phenomenon and may be associated with apathy toward issues of climate change and environmental conservation, especially in modern technology‐focused societies.…”

Section: Literature Reviewmentioning

confidence: 99%

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Teaching about climate change: Possibilities and challenges in Australian adult literacy programs

Yasukawa

2022

J Adolescent & Adult Lit

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The impact of climate challenges to humans and their environment is being felt globally, albeit unequally, by different groups of people in different places. The complexity and far-reaching risks of climate change are confronting to all people, but particularly so for people with limited knowledge and resources to mitigate the effects of their changing environment. The situation suggests urgent interventions on multiple fronts, not least of which should be educational.Behavioral changes and actions among adults to effect positive environmental change rely on individuals and communities taking initiatives based on research and further learning. However, resources for learning about and mitigating the impact of climate change are neither equally distributed nor accessible to all members of the community. Adults with limited literacy knowledge and resources may be particularly disadvantaged in accessing information about climate change and different ways of mitigating its effects.Australia has a history of over 40 years of providing literacy education for adults in adult basic education (ABE) and English for speakers of other languages (ESOL) programs for adults (Osmond, 2021). Although adult literacy provision in Australia, much like in many other OECD countries, has narrowed its focus increasingly to employment outcomes (Yasukawa & Black, 2016), long-time teachers in the field have continued to hold onto the earlier ethos of learner-centeredness and social justice as the field's raison d'etre (Osmond, 2021). It was from a discussion I had with a teacher who has been in the field for over 35 years that the question of literacy teachers' role in climate change literacy emerged. This teacher, Jean (pseudonym), argued that adult literacy teachers ought to be incorporating issues of climate change in their teaching because it was such an important social issue and, that indeed, the topic

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Teaching about climate change: Possibilities and challenges in Australian adult literacy programs

Yasukawa

2022

J Adolescent & Adult Lit

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African folklore: A tool for improving sustainable resource management practices in Africa

Thompson,

Omitayo,

Ademu

et al. 2024

Environmental Development

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Defining Fake News

Anderau

2021

KRITERION – Journal of Philosophy

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Fake news is a worrying phenomenon which is growing increasingly widespread, partly because of the ease with which it is disseminated online. Combating the spread of fake news requires a clear understanding of the nature of fake news. However, the use of the term in everyday language is heterogenous and has no fixed meaning. Despite increasing philosophical attention to the topic, there is no consensus on the correct definition of “fake news” within philosophy either. This paper aims to bring clarity to the philosophical debate of fake news in two ways: Firstly, by providing an overview of existing philosophical definitions and secondly, by developing a new account of fake news. This paper will identify where there is agreement within the philosophical debate of definitions of “fake news” and isolate four key questions on which there is genuine disagreement. These concern the intentionality underlying fake news, its truth value, the question of whether fake news needs to reach a minimum audience, and the question of whether an account of fake news needs to be dynamic. By answering these four questions, I provide a novel account of defining “fake news”. This new definition hinges upon the fact that fake news has the function of being deliberately misleading about its own status as news.

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Teaching Adult Ecojustice Education

Cited by 4 publications

References 7 publications

Teaching about climate change: Possibilities and challenges in Australian adult literacy programs

Teaching about climate change: Possibilities and challenges in Australian adult literacy programs

African folklore: A tool for improving sustainable resource management practices in Africa

Defining Fake News

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