Dialogue--Missing in Action Competence: A Cultural Historical Activity Theory Approach in a Botswana School

Autor/in	Silo, Nthalivi
Titel	Dialogue--Missing in Action Competence: A Cultural Historical Activity Theory Approach in a Botswana School
Quelle	In: Journal of Environmental Education, 44 (2013) 3, S.159-179 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2012.742033
Schlagwörter	Environmental Education; Elementary School Students; Foreign Countries; Case Studies; Teacher Student Relationship; Cultural Influences; Teacher Attitudes; Sanitation; School Administration; Student Participation; Dialogs (Language); Elementary School Teachers; Botswana + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Ausland; Case study; Fallstudie; Case Study; Teacher student relationships; Lehrer-Schüler-Beziehung; Cultural influence; Kultureinfluss; Lehrerverhalten; Betriebshygiene; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Dialog; Dialogs; Dialogue; Dialogues; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	An in-depth case study on children's participation in environmental management activities in a primary school in Botswana was undertaken, drawing on cultural historical activity theory (CHAT) and the action competence model. This research revealed that due to a lack of dialogue between teachers and children, teachers tended to view children's participation in environmental management activities in a very limited way. Because of their culturally and historically formed views of environmental education, teachers wanted children to pick up litter, and this was the primary environmental education concern they had. Children, on the other hand, identified sanitation management in the school toilets as their primary environmental management concern. Opening up dialogue between children and teachers led to new forms of participation for children, enhancing their action competence development. (Contains 4 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10