Incorporating sustainable development and inclusive education in teacher education for the Arctic

IF 2 Q3 GEOGRAPHY, PHYSICAL

Polar Geography Pub Date : 2022-08-03 DOI:10.1080/1088937X.2022.2105970

S. Windsor, G. Maxwell, Yngve Antonsen

引用次数: 1

Abstract

ABSTRACT This article explores how teacher education institutions can better prepare teachers to help to create inclusive and sustainable self-determined Arctic communities. Building on the theoretical concepts of just sustainabilities, transgressive learning, the capabilities approach, and relational thinking within inclusive pedagogy, we propose that education for sustainable development (ESD) and inclusive education (IE) be more centrally situated across curriculum areas for all new teachers. To achieve this in practice, we suggest that teacher education programs need to better prepare new teachers to engage in critical participatory action research that empowers them to collaborate with Arctic communities.

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将可持续发展和全纳教育纳入北极教师教育

本文探讨了教师教育机构如何更好地培养教师，以帮助创建包容和可持续的自主北极社区。基于可持续性、越界学习、能力方法和全纳教学法中的关系思维等理论概念，我们建议将可持续发展教育(ESD)和全纳教育(IE)放在所有新教师的课程领域的中心位置。为了在实践中实现这一目标，我们建议教师教育项目需要更好地为新教师做好准备，使他们能够参与关键的参与性行动研究，使他们能够与北极社区合作。

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

Polar Geography GEOGRAPHY, PHYSICAL-

CiteScore

5.30

自引率

0.00%

发文量

期刊介绍： Polar Geographyis a quarterly publication that offers a venue for scholarly research on the physical and human aspects of the Polar Regions. The journal seeks to address the component interplay of the natural systems, the complex historical, political, economic, cultural, diplomatic, and security issues, and the interchange amongst them. As such, the journal welcomes comparative approaches, critical scholarship, and alternative and disparate perspectives from around the globe. The journal offers scientists a venue for publishing longer papers such as might result from distillation of a thesis, or review papers that place in global context results from coordinated national and international efforts currently underway in both Polar Regions.