Whose Subject Is It Anyway? Negotiating Disciplinary Tensions in Designing Open-Ended Ecological Pedagogies through an Urban Terrace Farm

Autor/in	Dutta, Deborah
Titel	Whose Subject Is It Anyway? Negotiating Disciplinary Tensions in Designing Open-Ended Ecological Pedagogies through an Urban Terrace Farm
Quelle	In: Environmental Education Research, 29 (2023) 2, S.194-211 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dutta, Deborah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2022.2104816
Schlagwörter	Gardening; Environmental Education; Teaching Methods; Self Concept; Teacher Attitudes; Urban Schools; Transformative Learning; Conventional Instruction; Professional Identity; Barriers; Teacher Education Programs; Social Change; Science Education; Climate; Indians; Foreign Countries; Grade 8; Agricultural Production; Private Schools; Elementary School Teachers; Secondary School Teachers + Suchen Sie Ihr Suchwort? Gartenarbeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Pädagogische Transformation; Sozialer Wandel; Naturwissenschaftliche Bildung; Klima; Inder; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Agriculture; Production; Landwirtschaft; Produktion; Agrarproduktion; Landwirtschaftliche Produktion; Private school; Privatschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This paper follows the perspectives and initiatives of teachers, who were directly and indirectly, involved in a school terrace gardening project co-designed with some of them. Their narratives included their perceptions regarding students working at the farm, connected initiatives within the curriculum, and any personal efforts prompted by their involvement with the farm space. Their experiences indicate the possibility of using the farm as a transformational space, helping restructure their own identity as well as pedagogical practices. Their narratives also highlight the boundaries created by disciplinary affiliations. In the absence of direct participation, conventional teaching practices seems to affect their use of the farming space and meanings derived from it. These observations are discussed in the backdrop of challenges in facilitating environmentally-oriented teacher education in the Indian scenario. The insights gleaned from the research contribute to the existing scholarship on educational approaches for social change-making and the dilemmas faced by educators in navigating disciplinary expectations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01