Resilience, collaboration, and agency: Galapagos teachers confronting the disruption of COVID-19

IF 1.7 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Environmental Education Pub Date : 2021-09-03 DOI:10.1080/00958964.2021.1981204

Diego Román, M. Castro, Cynthia Baeza, Richard Knab, Susan Huss-Lederman, Miriam Chacon

{"title":"Resilience, collaboration, and agency: Galapagos teachers confronting the disruption of COVID-19","authors":"Diego Román, M. Castro, Cynthia Baeza, Richard Knab, Susan Huss-Lederman, Miriam Chacon","doi":"10.1080/00958964.2021.1981204","DOIUrl":null,"url":null,"abstract":"Abstract In early March 2020, distance education replaced face-to-face instruction for the 7,270 children and 435 teachers in Galapagos, Ecuador. In addition, the Ecuadorian government implemented strict stay-at-home mandates to fight the COVID-19 pandemic. Rather than solely focusing on the effects of these measures and the devastating consequences of COVID-19, our study employed socio-cultural theory and a community-based approach to learn how Galapagueño teachers transformed instruction about the environment during these difficult times. Situating our analyses in the unequal learning situation that has historically occurred in Galapagos, we describe teachers’ agency and reliance on professional networks to contextualize the national curriculum and identify ways to critically teach about local environmental topics through distance learning. Our study highlights the importance of educational efforts to build on the wealth of environmental and educational knowledge that exists in local communities.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"52 1","pages":"325 - 334"},"PeriodicalIF":1.7000,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"16","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Environmental Education","FirstCategoryId":"93","ListUrlMain":"https://doi.org/10.1080/00958964.2021.1981204","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 16

Abstract

Abstract In early March 2020, distance education replaced face-to-face instruction for the 7,270 children and 435 teachers in Galapagos, Ecuador. In addition, the Ecuadorian government implemented strict stay-at-home mandates to fight the COVID-19 pandemic. Rather than solely focusing on the effects of these measures and the devastating consequences of COVID-19, our study employed socio-cultural theory and a community-based approach to learn how Galapagueño teachers transformed instruction about the environment during these difficult times. Situating our analyses in the unequal learning situation that has historically occurred in Galapagos, we describe teachers’ agency and reliance on professional networks to contextualize the national curriculum and identify ways to critically teach about local environmental topics through distance learning. Our study highlights the importance of educational efforts to build on the wealth of environmental and educational knowledge that exists in local communities.

查看原文本刊更多论文

韧性、协作和机构:加拉帕戈斯群岛教师面对COVID-19的破坏

2020年3月初，厄瓜多尔加拉帕戈斯群岛的7270名儿童和435名教师接受了远程教育，取代了面对面教学。此外，厄瓜多尔政府实施了严格的居家命令，以应对新冠肺炎大流行。我们的研究不仅仅关注这些措施的影响和COVID-19的破坏性后果，而是采用社会文化理论和基于社区的方法来了解Galapagueño教师如何在这些困难时期改变环境教学。将我们的分析置于加拉帕戈斯群岛历史上发生的不平等学习情况中，我们描述了教师的代理和对专业网络的依赖，以将国家课程置于背景下，并确定了通过远程学习批判性地教授当地环境主题的方法。我们的研究强调了教育工作的重要性，以建立在当地社区中存在的丰富的环境和教育知识基础上。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Environmental Education Multiple-

CiteScore

6.20

自引率

12.90%

发文量

期刊介绍： Any educator in the environmental field will find The Journal of Environmental Education indispensable. Based on recent research in the sciences, social sciences, and humanities, the journal details how best to present environmental issues and how to evaluate programs already in place for primary through university level and adult students. University researchers, park and recreation administrators, and teachers from the United States and abroad provide new analyses of the instruction, theory, methods, and practices of environmental communication and education in peer-reviewed articles. Reviews of the most recent books, textbooks, videos, and other educational materials by experts in the field appear regularly.