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Autor/inn/en | Jeziorski, Agnieszka; Therriault, Geneviève |
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Titel | Students' Relationships to Knowledges, Place Identity and Agency Concerning the St. Lawrence River |
Quelle | In: Journal of Curriculum Studies, 51 (2019) 1, S.21-42 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Jeziorski, Agnieszka) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0272 |
DOI | 10.1080/00220272.2018.1542030 |
Schlagwörter | Foreign Countries; Sustainable Development; Student Attitudes; Earth Science; Knowledge Level; Citizen Participation; Identification (Psychology); Individual Power; Environmental Education; Secondary School Curriculum; Physical Environment; High School Students; Epistemology; Canada Ausland; Nachhaltige Entwicklung; Schülerverhalten; Earth sciences; Geowissenschaften; Wissensbasis; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Eigeninitiative; Umweltbildung; Umwelterziehung; Umweltpädagogik; Natürliche Umwelt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Erkenntnistheorie; Kanada |
Abstract | Our study is framed according to a transformational-sociocritical approach to an education for sustainable development (ESD) that, in particular, considers landscapes as learning contexts of potential use for fostering engagement in the areas of environmental protection and sustainable development. In keeping with this perspective, we surveyed students aged 16--17 years from the Lower St. Lawrence region (Quebec, Canada) concerning their knowledge and perceptions of issues pertaining to the St. Lawrence, the river facing them on an everyday basis, and about their role as citizens in that connection. In respect of theoretical considerations, we propose developing the concepts of relationships to knowledge, place identity and agency. An analysis of questionnaires (N=334) has served to: bring out the learnings and issues pertaining to the St. Lawrence River that students consider to be meaningful; characterise the various identity-centred relationships with this landscape; and define the eco-civic agency of the students surveyed. The results of this analysis then provide a basis for some proposals for an ESD curriculum relating to the St. Lawrence River that is rooted in students' concerns. While the environmental issues dealt with occur locally, the potential transfer of results into other curricula and educational contexts is also discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |