Australian Journal of Environmental Education最新文献_第10页

Arts Programming for the Anthropocene 人类世的艺术规划

IF 1.6

Australian Journal of Environmental Education Pub Date : 2022-04-28 DOI: 10.1017/aee.2022.18

Shelley Margaret Hannigan

引用次数: 0

Protest as Pedagogy: Teaching, Learning and Indigenous Environmental Movements 抗议作为教学法:教学、学习和土著环境运动

IF 1.6

Australian Journal of Environmental Education Pub Date : 2022-04-28 DOI: 10.1017/aee.2022.17

Bronwyn A. Sutton

{"title":"Protest as Pedagogy: Teaching, Learning and Indigenous Environmental Movements","authors":"Bronwyn A. Sutton","doi":"10.1017/aee.2022.17","DOIUrl":"https://doi.org/10.1017/aee.2022.17","url":null,"abstract":"Protest as Pedagogy takes the reader on critical journey through the complexities, tensions and pedagogical possibilities of teaching and learning about contemporary Indigenous environmental issues and Indigenous environmental movements. Lowan-Trudeau weaves Indigenous and Western scholarship, with experience and insights from educators and activists to explore what are complex fields of teaching, learning and inquiry. Its strengths are in the richness of the narratives, the theoretical and conceptual depth and breadth, and in the use of multiple methodolo-gies, in particular the literary tradition of ‘ métissage ’ (p. 22). Protest as Pedagogy is presented in three parts. Part one sees Lowan-Trudeau position himself culturally, geographically, politically and professional in relation to teaching, learning, activism and advocacy on Indigenous environmental issues. Section two shares insights from conversations with activists and educators through two interview-based studies of Indigenous environmental social movements. In section three Lowan-Trudeau suggests possible future directions for teaching, learning and research about Indigenous environmental issues. personal experiences, cultural and ancestral history, and Indigenous identity while narrating a ‘ critical Indigenous pedagogy of place ’ , drawing on Gruenewald/Greenwood ’ s (2003) Critical Pedagogy of Place. Bringing together insights from Indigenous and Western scholarship, and research around the world, he insightfully explores tensions and complexities involved in place-based teaching, learning and research that draw on Indigenous knowledges. He discusses the need for place-based pedagogies and critical pedagogies to address contemporary cultural and social issues such as colonisation, Indigenous displacement and environmental violence and injustices. He suggests that with skilful facilitation, approaches that embrace critical and place-based Indigenous epistemologies and ontologies might be transformative for Indigenous and non-Indigenous educators alike.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"39 1","pages":"130 - 132"},"PeriodicalIF":1.6,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44643051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Crafting granular stories with child-like embodied, affective and sensory encounters that attune to the world’s differential becoming 用孩子般的具体、情感和感官遭遇来制作精细的故事，与世界的不同变化相协调

IF 1.6

Australian Journal of Environmental Education Pub Date : 2022-03-28 DOI: 10.1017/aee.2022.11

J. Osgood, Nina Odegard

{"title":"Crafting granular stories with child-like embodied, affective and sensory encounters that attune to the world’s differential becoming","authors":"J. Osgood, Nina Odegard","doi":"10.1017/aee.2022.11","DOIUrl":"https://doi.org/10.1017/aee.2022.11","url":null,"abstract":"Abstract In this paper we explore what decentring the child in posthumanism does to our research practices, to our conceptualisations of and relationalities to the child. Crucially, we explore the imperative for other ways to encounter the child – that pursue a decolonising and de/recentralising agenda. We pursue tentacular lines of enquiry through a series of interwoven stories – some more familiar than others. It is by queering old narratives that new and unexpected stories concerning pedagogical documentation, sustainability and environmental education, and the child’s contaminated connection to ‘nature’ begin to emerge. This paper attempts to mobilise ‘the posthuman child’ as feral, an uncomfortable in-between that invites us to grapple with the disease of life on a damaged planet. Central to our storytelling is recycled, ‘natural’ materials found in a Reggio Emilia kindergarten in Norway. Specifically, cork has guided us; insisting that we take the non-innocence of matter to the heart of enquiries. We do this to illustrate the potential of feminist new materialism to respond with situated, embodied, affective insights and provocations that might offer ways to consume, cohabit and wrestle in more care-full ways with the Anthropocene ecologies that we are intricately and endlessly enmeshed in.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"38 1","pages":"227 - 241"},"PeriodicalIF":1.6,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44026035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Science literacy promotes energy conservation behaviors in Filipino youth via climate change knowledge efficacy: Evidence from PISA 2018 科学素养通过气候变化知识功效促进菲律宾青年的节能行为：来自PISA 2018的证据

IF 1.6

Australian Journal of Environmental Education Pub Date : 2022-03-14 DOI: 10.1017/aee.2022.10

J. J. B. Aruta

引用次数: 3

Towards a theory of critical energy literacy: the Youth Strike for Climate, renewable energy and beyond – CORRIGENDUM 走向关键能源素养理论：气候、可再生能源及其他领域的青年罢工——CORRIGENDUM

IF 1.6

Australian Journal of Environmental Education Pub Date : 2022-03-01 DOI: 10.1017/aee.2022.13

Gregory Lowan-Trudeau, T. Fowler

引用次数: 2

School strike for climate are leading the way: how their people power strategies are generating distinctive pathways for leadership development – CORRIGENDUM 为应对气候变化而罢课的学校正在引领潮流:他们的人力资源战略如何为领导力发展创造独特的途径——勘误

IF 1.6

Australian Journal of Environmental Education Pub Date : 2022-03-01 DOI: 10.1017/aee.2022.12

A. Tattersall, Jean Hinchliffe, Varsha Yajman

引用次数: 2

Learning to live with climate change: From anxiety to transformation - Book by: Blanche Verlie London and New York: Routledge, 2022. – ERRATUM 学会与气候变化共存:从焦虑到转变——作者:Blanche Verlie伦敦和纽约:Routledge出版社，2022年。——错误

IF 1.6

Australian Journal of Environmental Education Pub Date : 2022-03-01 DOI: 10.1017/aee.2022.14

Panu Pihkala

引用次数: 0

Water education and water culture in curricula for Primary, Middle and upper Secondary school levels 将水教育和水文化纳入小学、初中和高中课程

IF 1.6

Australian Journal of Environmental Education Pub Date : 2022-02-24 DOI: 10.1017/aee.2022.9

F. Khiri, M. Benbrahim, Khadija Kaid Rassou, O. Amahmid, Youness Rakibi, Y. El Guamri, Mohamed Itouhar, Najia Mrabet, Mohamed Yazidi, B. Razoki, Aziz El Badri

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引用次数: 1

Climate change and the assemblages of school leaderships 气候变化和学校领导的集会

IF 1.6

Australian Journal of Environmental Education Pub Date : 2022-02-21 DOI: 10.1017/aee.2022.8

Thomas Everth, R. Bright

引用次数: 2

When students protest: secondary and high schools 当学生抗议时:中学和高中

IF 1.6

Australian Journal of Environmental Education Pub Date : 2022-02-21 DOI: 10.1017/aee.2022.7

Monica Green

引用次数: 2