Freire's Hope in Radically Changing Times: A Dialogue for Curriculum Integration from Science Education to Face the Climate Crisis

Autor/inn/en	Salinas, Iván; Fernández, M. Beatriz; Johnson, Daniel; Bastías, Nataly
Titel	Freire's Hope in Radically Changing Times: A Dialogue for Curriculum Integration from Science Education to Face the Climate Crisis
Quelle	In: Cultural Studies of Science Education, 18 (2023) 1, S.21-39 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-023-10157-4
Schlagwörter	Science Education; Climate; Teaching Methods; Dialogs (Language); Self Concept; Integrated Curriculum; Environmental Education; Barriers; Educational Policy; Teacher Attitudes; Action Research; Power Structure; Educational Theories; Democracy; Curriculum Design; Foreign Countries; Chile + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Klima; Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Selbstkonzept; Umweltbildung; Umwelterziehung; Umweltpädagogik; Politics of education; Bildungspolitik; Lehrerverhalten; Projektforschung; Educational theory; Theory of education; Bildungstheorie; Demokratie; Lehrplangestaltung; Ausland
Abstract	This article advances a dialogue for understanding curriculum integration as a form of radical pedagogy, starting from science education in times of climate crisis. The paper weaves Paulo Freire's work about a radical form of emancipatory pedagogy, bell hooks's proposal to transgress boundaries in teaching, and the landscape of identities for science persons in order to embrace a radical pedagogy for facing the climate crisis: an anti-oppressive curriculum integration practice. The issue of climate change education is discussed in its challenges as we present some findings about the role of policy in incorporating climate change in education in Chile and the experience of a teacher, Nataly, coauthor in this work, integrating curriculum as an action-research project. We propose that an anti-oppressive curriculum integration emerges from converging two approaches: curriculum design intended for sustaining democratic societies and thematic investigations proposed for liberatory practices of the oppressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01