Environment-Related Education Topics within Global Citizenship Education Scholarship Focused on Teachers: A Natural Language Processing Analysis

Autor/inn/en	Kolleck, Nina; Yemini, Miri
Titel	Environment-Related Education Topics within Global Citizenship Education Scholarship Focused on Teachers: A Natural Language Processing Analysis
Quelle	In: Journal of Environmental Education, 51 (2020) 4, S.317-331 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kolleck, Nina) ORCID (Yemini, Miri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2020.1724853
Schlagwörter	Citizenship Education; Environmental Education; Global Approach; Social Networks; Network Analysis; Teaching Methods; Curriculum Development; Natural Language Processing; Educational Change; Discourse Analysis; Teacher Attitudes; Empathy; Cultural Awareness; Course Content; Research Reports + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Globales Denken; Social network; Soziales Netzwerk; Netzplantechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Natürliche Sprache; Bildungsreform; Diskursanalyse; Lehrerverhalten; Empathie; Cultural identity; Kulturelle Identität; Kursprogramm; Research report; Forschungsbericht
Abstract	Intergovernmental organizations (IOs) increasingly promote global citizenship education (GCE) and related topics. This paper analyses the body of scholarship on GCE that focuses on teachers and interprets the development of environment-related education (ERE) within the GCE discourse. Using a novel, data-rich methodology employing Natural Language Processing and Social Network Analysis, we trace how ERE is represented within the GCE scholarship and how this representation evolved during the last ten years. We argue that ERE topics have become increasingly prominent within the GCE discourse, as a tendency toward subject-specific discourse emerged in GCE, heavily influenced by intergovernmental organizations' policies. It is important to trace and understand such transformations, given their possible influence on curricular development and classroom experiences. Future research directions and possible practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01