Beyond colonial futurities in climate education

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching in Higher Education Pub Date : 2023-07-04 DOI:10.1080/13562517.2023.2193667

Sharon Stein, V. Andreotti, Cash Ahenakew, Rene Suša, Will Valley, Ninawa Huni Kui, Mateus Tremembé, Lisa Taylor, Dino Siwek, Camilla Cardoso, Carolina Azul Duque, Shyrlene Oliveira da Silva Huni Kui, Bill Calhoun, Shawn van Sluys, Sarah Amsler, Dani D’Emilia, Dani Pigeau, Bruno Andreotti, E. Bowness, Angela Mcintyre

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引用次数: 8

Abstract

ABSTRACT Many pedagogies that seek to address the climate and nature emergency (CNE) promise hope and solutions for an idealized future. In this article, we suggest these pedagogies are rooted in the same modern/colonial system that created the CNE and other ‘wicked’ socio-ecological challenges in the first place, and thus they are not well-suited for preparing students to navigate these challenges. We also ask what kind of climate education could invite students to interrupt the reproduction of colonial futures, and deepen their sense of social and ecological responsibility in the present. As one possible response to this question, we offer an outline for climate education otherwise, which seeks to prepare students with the stamina and the intellectual, affective, and relational capacities that could enable more justice-oriented coordinated responses to current and coming challenges.

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气候教育中超越殖民时代的未来

摘要许多旨在应对气候和自然紧急情况的教育学为理想化的未来带来了希望和解决方案。在这篇文章中，我们认为这些教学法植根于最初创造CNE和其他“邪恶”社会生态挑战的现代/殖民体系，因此它们不适合让学生做好应对这些挑战的准备。我们还问，什么样的气候教育可以邀请学生中断殖民地未来的再现，加深他们在当前的社会和生态责任感。作为对这个问题的一种可能的回应，我们为气候教育提供了一个纲要，旨在让学生具备耐力和智力、情感和关系能力，从而能够对当前和未来的挑战做出更加公正、协调的回应。

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.