Justice-centered education amid the COVID-19 pandemic

IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Michelle E. Forsythe, Yun-Wen Chan
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引用次数: 11

Abstract

Abstract The COVID-19 pandemic has brought new saliency to educational efforts to ensure every person is able to make effective personal decisions and participate in civic affairs. However, social and political systems often constrain individual opportunities to enact personal decision-making. These sociopolitical contexts necessitate an increased emphasis on justice-centered education that equips students to recognize and respond to inequities in local and global contexts. In this article, we present three case studies of areas relevant to K-12 education to which the pandemic has drawn critical attention: how scientific knowledge changes, how decisions are made about science-based issues, and how the impacts of such decisions cascade in the environment. Collectively, these cases highlight the importance of justice-centered pedagogies for learning about complex socioscientific issues such as the COVID-19 pandemic and how transboundary justice-centered education could support the meaningful convergence of environmental education, science education, and social studies education.
新冠疫情背景下的正义教育
2019冠状病毒病大流行使教育工作更加突出,以确保每个人都能够做出有效的个人决策并参与公民事务。然而,社会和政治制度往往限制个人制定个人决策的机会。这些社会政治背景需要更加强调以正义为中心的教育,使学生能够认识和应对地方和全球背景下的不公平现象。在本文中,我们提出了三个与K-12教育相关领域的案例研究,这些领域的大流行引起了人们的高度关注:科学知识如何变化,如何就基于科学的问题做出决策,以及这些决策的影响如何在环境中产生连锁反应。总的来说,这些案例突出了以正义为中心的教学法对于了解COVID-19大流行等复杂社会科学问题的重要性,以及以正义为中心的跨界教育如何支持环境教育、科学教育和社会研究教育的有意义融合。
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
CiteScore
6.20
自引率
12.90%
发文量
26
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.
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