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Configurations of environmental knowledge: place as pedagogical experience and community action
Environmental Education Research ( IF 3.725 ) Pub Date : 2020-03-03 , DOI: 10.1080/13504622.2020.1736271
Antonia Condeza-Marmentini 1
Affiliation  

Since October 2019, Chile has experienced an intense crisis based on a social explosion. The citizens of the country, which is a member of the OECD and was poised to host COP25, have been demonstrating against deepening inequalities. The movement’s demands include better free public education and the end to the extractive model and “sacrifice zones.” This thesis was written during the long prelude to the outbreak of the crisis. Through the voices of students and teachers it seeks to contribute to answering the question: What meanings of the environment emerge in schools today? From the theoretical-methodological framework of complex thinking, knowledge is understood as a “web” from which meanings emerge in context, providing a multi-referential view of the phenomenon and contributing to understand its structure and content. In the case of structure, the findings from discussion groups with secondary students reveal an itinerary of configuration of environmental knowledge whose categories correspond to coimplicated spheres: (i) subjective understanding (“Starting from oneself”); (ii) consideration of an Other in the construction of “Us”; and, (iii) “Operational knowledge” such as national policies related to the environment. These spheres together describe intersubjective knowledge with its central axis in experiences at school and community. In the case of content, in-depth interviews with teachers reveal the purposes underlying their decision to include environmental issues in their teaching practices. The purpose of social transformation is transversal to all categories and the meanings of environment are configured as a new dimension of inequality. When this transversality is “read” in its context it can be interpreted in the light of Latin American Environmental Thought, proposing an “interweaving” of ecology, politics and education, and underlining social transformation as key to understanding the emergence of environmental knowledge from local schools. Finally, place is emphasized as a condition of meanings and actions. This dimension is capable of contributing to the call to contextualize environmental education, highlighting the configuration of different meanings produced through socio-historical processes, with a view to the

中文翻译:

环境知识的配置:作为教学经验和社区行动的场所

自 2019 年 10 月以来,智利经历了一场基于社会爆炸的严重危机。该国是经合组织的成员,准备主办 COP25,该国的公民一直在抗议加剧不平等。该运动的要求包括更好的免费公共教育以及结束榨取式模式和“牺牲区”。这篇论文是在危机爆发的漫长前奏中写成的。它试图通过学生和教师的声音来回答这个问题:当今学校中出现的环境意义是什么?从复杂思维的理论-方法框架来看,知识被理解为一张“网”,意义从其中出现在上下文中,提供了对现象的多参照视图,有助于理解其结构和内容。在结构方面,中学生讨论组的发现揭示了环境知识配置的路线,其类别对应于复杂领域:(i)主观理解(“从自己开始”);(ii) 在构建“我们”时考虑他人;(iii) “操作知识”,例如与环境相关的国家政策。这些领域共同描述了主体间知识,其中心轴是学校和社区的经验。在内容方面,与教师的深入访谈揭示了他们决定将环境问题纳入教学实践的目的。社会转型的目的是横向的,环境的含义被配置为不平等的新维度。当在其上下文中“阅读”这种横向性时,它可以根据拉丁美洲环境思想进行解释,提出生态、政治和教育的“交织”,并强调社会转型是理解当地环境知识出现的关键学校。最后,地方被强调为意义和行动的条件。这个维度能够推动环境教育情境化的呼吁,突出通过社会历史过程产生的不同意义的配置,以期 并强调社会转型是理解当地学校环境知识出现的关键。最后,地方被强调为意义和行动的条件。这个维度能够推动环境教育情境化的呼吁,突出通过社会历史过程产生的不同意义的配置,以期 并强调社会转型是理解当地学校环境知识出现的关键。最后,地方被强调为意义和行动的条件。这个维度能够推动环境教育情境化的呼吁,突出通过社会历史过程产生的不同意义的配置,以期
更新日期:2020-03-03
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