EcoJustice, Citizen Science and Youth Activism: Situated by Michael P. Mueller PDF
By Michael P. Mueller
ISBN-10: 331911607X
ISBN-13: 9783319116075
ISBN-10: 3319116088
ISBN-13: 9783319116082
This quantity attracts at the ecojustice, citizen technology and formative years activism literature base in technology schooling and applies the tips to located tensions as they're both analyzed theoretically or praxiologically inside of technology schooling pedagogy. It makes use of ecojustice to judge the holistic connections among cultural and common platforms, environmentalism, sustainability and Earth-friendly advertising traits, and introduces citizen technological know-how and adolescence activism as of the pedagogical methods ecojustice philosophy may be enacted. It additionally contains evidence-based perform with overseas carrier, neighborhood embedded curriculum, instructor practise, citizen tracking and group activism, student-scientist partnerships, socioscientific matters, and new avenues for tutorial research.
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Additional info for EcoJustice, Citizen Science and Youth Activism: Situated Tensions for Science Education
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1007/978-3-319-11608-2_3 19 20 T. Shume EcoJustice Theory—Conceptual Framework Drawing on works such as Bowers (2001, 2004, 2006), and Martusewicz et al. (2011), this chapter is grounded in an ecojustice perspective which illuminates ideological, political, and cultural structures that marginalize and oppress people through race, class, sexual orientation, and gender at the root of unsustainable ecological practices. The ecological crisis unfolding on the planet is actually a cultural crisis, and it is imperative for humans to reexamine profound cultural assumptions that underpin our relationships with nature and with each other.
2 Pencils—Reconceptualizing School Accountability Through… 37 Bowers, C. A. (1997). The culture of denial: Why the environmental movement needs a strategy for reforming universities and public schools. Albany: State University of New York Press. Bowers, C. A. (2001). Educating for eco-justice and community. Athens: University of Georgia Press. Bowers, C. A. (2004). Revitalizing the commons or an individualized approach to planetary citizenship: The choice before us. Educational Studies, 36, 45–58.
It is useful to recognize that philosophical, ideological, and theoretical underpinnings for an educational approach are ultimately translated into developmentally appropriate curriculum and assessment practices. For example, a key outcome congruent with ecojustice for young children is to cultivate a deep sense of connectedness to nature with an emphasis on the local bioregion. While ecological deterioration and social injustices are realities from which ecojustice theory stems, day-to-day practices in science classrooms should focus on empathy for living things, appreciation for nature, discovery of the natural world, possible environmental solutions, avenues for positive changes, advocacy and student empowerment.
EcoJustice, Citizen Science and Youth Activism: Situated Tensions for Science Education by Michael P. Mueller
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