Environmental sustainability and social justice in Higher Education: a critical (eco)feminist service-learning approach in sports sciences

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching in Higher Education Pub Date : 2023-07-04 DOI:10.1080/13562517.2023.2197110

Nuria Cuenca-Soto, L. F. Martínez-Muñoz, Ó. Chiva-Bartoll, M. L. Santos-Pastor

引用次数: 4

Abstract

ABSTRACT Education for environmental and social sustainability in Higher Education requires a new approach that encompasses both care for nature and social inclusion. Ecopedagogy offers a critical framework within which to provide specific teaching and learning initiatives. In particular, this article aims to explore the effects of a critical (eco)feminist approach implemented through a critical feminist service-learning program. We use a qualitative study with an ethnographic-interpretative approach. The results show an increase in awareness and sensitivity towards environmental education and social justice in the students’ understanding, attitude, and commitment to sustainability. Institutional limitations were also detected, leading to a reduction in the opportunities for achieving optimal results that would create a global meaning and a real application of the teachings for sustainability and social justice.

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高等教育中的环境可持续性和社会公正：体育科学中一种关键的（生态）女权主义服务学习方法

高等教育中的环境和社会可持续性教育需要一种新的方法，既包括对自然的关爱，也包括社会包容。生态教育学提供了一个重要的框架，在这个框架内提供具体的教学和学习举措。特别是，本文旨在探索通过批判性女权主义服务学习计划实施的批判性（生态）女权主义方法的效果。我们采用人种学解释方法进行定性研究。研究结果表明，在学生对可持续性的理解、态度和承诺方面，他们对环境教育和社会正义的认识和敏感性有所提高。还发现了体制上的局限性，导致实现最佳结果的机会减少，这将产生全球意义，并真正应用可持续性和社会正义的教义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.90

自引率

7.70%

发文量

期刊介绍： Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship. The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice. Authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal. Please note that the journal does not publish: -descriptions and/or evaluations of policy and/or practice; -localised case studies that are not contextualized and theorised; -large-scale surveys that are not theoretically and critically analysed; -studies that simply replicate previous work without establishing originality.