Social, cultural, and ecological justice in the age the Anthropocene: A New Zealand early childhood care and education perspective

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2015-12-01 DOI:10.1515/jped-2015-0012

J. Ritchie

引用次数: 12

Abstract

Abstract Educators have an ethical responsibility to uphold the wellbeing of the children, families and communities that they serve. This commitment becomes even more pressing as we move into the era of the Anthropocene, where human induced climate changes are disrupting the planet’s systems, threatening the survival of not only humans, but of eco-systems and the earth’s biodiversity. This paper draws upon examples from Aotearoa (New Zealand) to demonstrate ways in which a critical pedagogy of place informed by local traditional knowledges can inform early childhood education whilst also enhancing dispositions of empathy towards self and others, including more-than-human others.

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人类世时代的社会、文化和生态正义:新西兰幼儿保育和教育视角

教育工作者有道德责任维护他们所服务的儿童、家庭和社区的福祉。随着我们进入人类世时代，这一承诺变得更加紧迫。在这个时代，人类引起的气候变化正在破坏地球的系统，不仅威胁到人类的生存，而且威胁到生态系统和地球生物多样性。本文以新西兰奥特罗阿(Aotearoa)的例子为例，展示了由当地传统知识提供信息的地方批判教学法如何为幼儿教育提供信息，同时也增强了对自我和他人(包括超越人类的他人)的同情倾向。

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

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.