The Death and Life of a School-Based Environmental Education and Communication Program in Brazil: Rethinking Educational Leadership and Ecological Learning

Reis, Giuliano; Guimarães-Iosif, Ranilce

doi:10.1080/1533015x.2012.776906

Cited by 8 publications

(2 citation statements)

References 52 publications

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“…We observed that in this respect he was at an advantage in that his efforts to deliver a relevant curriculum took place in a context where people already valued their natural surroundings. This observation resonates with Reis and Guimaraes-Iosif (2012), who recommend distributed leadership — that is, leadership involving the whole school — if ecological school projects that focus on people's environmental and social wellbeing are to flourish. Our study indicates, as well, that community members beyond the school also contribute important knowledge to successful teaching and learning.…”

Section: Implications Of the Studysupporting

confidence: 60%

Pedagogies That Explore Food Practices: Resetting the Table for Improved Eco-Justice

Harris

Barter

2015

Aust. J. environ. educ.

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As health threats appear with increasing regularity in our food systems and other food crises loom worldwide, we look to rural areas to provide local and nutritious foods. Educationally, we seek approaches to food studies that engage students and their communities and, ultimately, lead to positive action. Yet food studies receive only generic coverage and tangential attention within existing curricula. This article, reporting a pilot study located at Canada's geographic and cultural edge, focuses on local knowledge about past and present food practices. Objectives are to test pedagogies that bring all students greater opportunities for engagement and learning about their physical environment and food history, and that can be applied to rural and, with modifications, urban settings. Three critical, place-base pedagogical approaches — experiential, discovery and arts-based — to classroom teaching and learning are discussed, as well as implications for educational leadership, teacher training and curriculum development.

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Section: Implications Of the Studysupporting

confidence: 60%

Pedagogies That Explore Food Practices: Resetting the Table for Improved Eco-Justice

Harris

Barter

2015

Aust. J. environ. educ.

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“…Jickling, 1992;Russell, Bell & Fawcett, 2000;Reis, 2009;Reis & Guimaraes-Iosif, 2012;Reis, Guimaraes-Iosif & Reis, 2009), the combination of science and environmental education undoubtedly offers an opportunity for science educators (and their students for extension) to bridge prior experiences with new ones that are lived (acquired) through school towards the development of their scientific and ecological literacies (e.g. Reis, in press; Reis, Ng-A-Fook & Glithero, in press).…”

Section: Résumé De L'articlementioning

confidence: 99%

Developing a Global Perspective in / FOR Science Teacher Education: The Case of Pollination

Reis

2015

mje

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Science educators at all levels continuously struggle to keep pace with the rapidly developing understanding of the causes and potential solutions to current environmental issues while also trying to enthuse a new generation of passionate and knowledgeable scientists. However, how can future science teachers make science education more attractive ad meaningful to their students? The present paper describes (in a narrative style) an instructional practice that has been performed within a secondary science methods course in a teacher preparation program in Canada. More specifically, it draws on ideas presented in Agenda 21 and the United Nation’s Millennium Development Goals to study the (often neglected) socio-environmental aspects of pollination. Ultimately, the proposed activity aims at promoting the ability of pre-service high school biology teachers to adopt a global education perspective on the science curriculum by (a) recognizing the unintended negative ecological impact caused by humanity’s pursuit of sustainable development and sustainability and (b) reexamining traditional conceptions of scientific and ecological literacies.Quel que soit le niveau auquel ils enseignent, les enseignants en sciences peinent à soutenir le rythme. Ils naviguent entre le développement rapide de connaissances liées aux causes et solutions potentielles des problématiques environnementales actuelles, tout en essayant d’inspirer l’enthousiasme auprès d’une nouvelle génération de scientifiques passionnés et informés. Or, comment les futurs enseignants en sciences peuvent-ils rendre la formation en sciences plus intéressante et pertinente pour leurs élèves? Dans un style narratif, cet article décrit les pratiques éducationnelles utilisées au sein d’un cours de méthodologie d’enseignement des sciences au secondaire, dans le cadre d’un programme de formation initiale en enseignement au Canada. De manière plus spécifique, celui-ci s’inspire des idées présentées dans le cadre d’Agenda 21 (ou Action 21) et des Objectifs du Millénaire pour le développement de l’Organisation des Nations Unies pour examiner les dimensions socio environnementales (un aspect souvent négligé) de la pollinisation. En fait, l’activité proposée vise à développer chez les enseignants en biologie au secondaire l’adoption d’une perspective éducationnelle et globale du programme en (a) leur faisant prendre conscience des conséquences environnementales négatives de la quête des humains en termes de développement durable et de protection de l’environnement et en (b) questionnant les conceptions traditionnelles à la base de l’éducation scientifique et environnementale

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Environmental Education: Nurturing a Relationship with Everything, Everywhere

Reis

Scott

Freiman³

2017

International Perspectives on the Theory and Practice of Environmental Education: A Reader

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The Death and Life of a School-Based Environmental Education and Communication Program in Brazil: Rethinking Educational Leadership and Ecological Learning

Cited by 8 publications

References 52 publications

Pedagogies That Explore Food Practices: Resetting the Table for Improved Eco-Justice

Pedagogies That Explore Food Practices: Resetting the Table for Improved Eco-Justice

Developing a Global Perspective in / FOR Science Teacher Education: The Case of Pollination

Environmental Education: Nurturing a Relationship with Everything, Everywhere

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