Politicizing the Learning of Sustainable Development Goals through Drama Performances and Agonistic Debates: A Teacher Training Experience from the Perspective of Radical Democracy

Autor/inn/en	García-Puchades, Wenceslao; Martos-García, Daniel
Titel	Politicizing the Learning of Sustainable Development Goals through Drama Performances and Agonistic Debates: A Teacher Training Experience from the Perspective of Radical Democracy
Quelle	In: Environmental Education Research, 28 (2022) 11, S.1656-1671 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (García-Puchades, Wenceslao) ORCID (Martos-García, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2022.2085248
Schlagwörter	Politics of Education; Sustainable Development; Drama; Democracy; Physical Education; Teacher Education; Political Attitudes; Participative Decision Making; Power Structure; Debate; Political Science; Citizenship; Universities; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Educational policy; Bildungspolitik; Nachhaltige Entwicklung; Schauspiel; Demokratie; Körpererziehung; Sportunterricht; Lehrerausbildung; Lehrerbildung; Political attitude; Politische Einstellung; Debating; Streitgespräch; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Staatsbürgerschaft; University; Universität; Ausland; Spanien
Abstract	Based on empirical evidence, this research aimed to offer a methodical approach to politicizing the apprenticeship of the Sustainable Development Goals (SDGs) through drama performances and agonistic debates from the perspective of the theory of radical democracy. A case study was carried out during an academic year in Physical Education Teaching Education (PETE). The analysis of the data obtained from the students (N = 45) and teacher's journal showed evidence that this teaching proposal politicized the learning of SDGs since it allowed students to: (1) interpret SDGs as a conflictive and plural space; (2) read the SDGs in terms of 'left' and 'right' politics, (3) mobilize their political emotions; (4) explore the power relations implicit in the conflicts associated with SDGs; and (5) participate in collective decision-making processes. The text concludes by proposing some teaching strategies for politicizing the learning of SDGs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01