Teaching as a matter of staging encounters with literary texts in environmental and sustainability education

Hansson, Petra

doi:10.4324/9781351124348-17

Cited by 2 publications

(1 citation statement)

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“…Thus, the teaching of sustainable development not only centres around providing knowledge about sustainability issues, but also includes new ways of helping students to grapple with the complexities, uncertainties and possible solutions (Van Poeck et al, 2019). Accordingly, if sustainability issues cannot be solved in the usual ways, it will be important to include discussions about how to live with the scientific uncertainties embedded in the issues and to discuss and value the different scientific explanations, arguments and opinions that can help to guide students’ actions, that is, by adopting a pluralist approach (Öhman and Östman, 2019) and eliciting personal opinions, emotions and concerns (Hansson, 2019; Ojala, 2019). The fact that museums need to broaden their approaches to include more than knowledge about objects and exhibitions is well established in the museum discourse.…”

Section: Pedagogical Challengesmentioning

confidence: 99%

Museum education and sustainable development: A public pedagogy

Hansson

Öhman

2021

European Educational Research Journal

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The question of how sustainability can be incorporated into all areas of society encourages museums to rethink their approaches to society and education. In this article, we argue that museums have the potential to become key public pedagogies for sustainable development and thereby play a crucial role in encouraging participation in sustainability issues. Due to the complexity of sustainability issues, and the potential disturbances of and difficult experiences resulting from exhibitions displaying them, we suggest that a theoretical framing for the teaching and learning of sustainability issues in museums is necessary. Thus, we argue that in relation to exhibitions displaying sustainability issues, museum education would benefit from a didactical framework in which the relation between teaching, learning, content and situation is taken into account. We also argue that a theoretical framework explaining the relation between exhibition, visitor and educational situation could inform pedagogical discussions about how to incorporate sustainability education into museums. Therefore, we suggest a transactional conceptualization of museum pedagogy for sustainability museum education based on John Dewey’s educational and aesthetic philosophy and Louise Rosenblatt’s theory of reading and writing as a potential approach to the teaching and learning of sustainability issues in museum education.

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