Environment Education in Indian Schools: The Search for a New Language

Autor/inn/en	D'Souza, Carol; Brahme, Milind; Babu, M. Suresh
Titel	Environment Education in Indian Schools: The Search for a New Language
Quelle	In: Journal of Education for Sustainable Development, 14 (2020) 2, S.174-189 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-4082
DOI	10.1177/0973408220978845
Schlagwörter	Foreign Countries; Environmental Education; Textbooks; Textbook Content; Social Influences; Gender Issues; Social Class; Hygiene; Cultural Influences; Social Bias; Social Discrimination; Biodiversity; Conservation (Environment); Pollution; Water; Climate; Sustainable Development; Sustainability; Language Usage; Discourse Analysis; Relevance (Education); Grade 3; Ecology; Grade 4; Grade 5; Elementary Education; India + Suchen Sie Ihr Suchwort? Ausland; Umweltbildung; Umwelterziehung; Umweltpädagogik; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Sozialer Einfluss; Geschlechterfrage; Social classes; Soziale Klasse; Cultural influence; Kultureinfluss; Soziale Benachteiligung; Soziale Schließung; Biodiversität; Conservation; Environment; Konservierung; Bewahung; Umwelt; Schadstoffbelastung; Wasser; Klima; Nachhaltige Entwicklung; Nachhaltigkeit; Sprachgebrauch; Diskursanalyse; Relevance; Relevanz; School year 03; 3. Schuljahr; Schuljahr 03; Ökologie; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementarunterricht; Indien
Abstract	This article analyses the National Council of Educational Research and Training textbooks of environmental studies using critical discourse analysis to shed light on questions such as how the environment is dealt with in the text, using what kind of language are environmental concerns framed, how is the current environment crisis contextualized both in terms of ecological and social justice, if at all, and what solutions are suggested in this regard. The article finds that though the content of the textbooks exhibits strong social contextualizing of learners' surroundings, the thrust is anthropocentric, and the environment figures only as a peripheral concern. Themes such as gender, caste, hygiene, culture, equality and discrimination emerge stronger than those of biodiversity, conservation, pollution, water crisis and global warming. While the in-built thrust on conviviality in the textbooks is necessary and heartening, a better infusion of the current predicament in terms of the environment crisis and how it could be mitigated is recommended. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01