通过DeCoRe Plus方法在希腊中学课程中嵌入可持续性正义

Georgios Vouzaxakis, Vassilios Makrakis, Nelly Kostoulas-Makrakis
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摘要

本文描述了应用DeCoRe plus方法和参与性行动研究将可持续性正义嵌入希腊经济课程中学教育课程的过程。这些过程导致了由九位教授经济学课程的教师实施的重建课程。可持续性正义强调可持续性教育的伦理和实践,要求将课程理解为一个过程,将实践和教学理解为一种伦理和政治实践。DeCoRe plus诊断性评估的实施表明,希腊的经济学教师更多地选择行为教学方法而不是建构解放教学方法。另一方面,在使用DeCoRe plus方法的课程中实施重建的课程单元揭示了从指导性到建构主义和解放式教学方法的转变。绝大多数教师宣称教学的政治和伦理观点,并将课程视为一个活的文本,总是处于解构、建构和重建的过程中。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Embedding Sustainability Justice in Greek Secondary Curricula through the DeCoRe Plus Methodology
This paper describes the processes of embedding Sustainability Justice in secondary education curricula for economic courses in Greece applying the DeCoRe plus methodology and participatory action research. These processes resulted in a reconstructed curriculum that was implemented by nine teachers teaching courses in economics. Sustainability justice emphasizes the ethics and praxis of education for sustainability and requires an understanding of the curriculum as a process and praxis and teaching as an ethical and political praxis. The implementation of the diagnostic evaluation of DeCoRe plus showed that economics teachers in Greece select more behavioral than constructive-emancipatory teaching approaches. On the other hand, the implementation of the reconstructed curriculum units in their courses using the DeCoRe plus methodology revealed a shift from instructive to constructivist and emancipatory teaching and learning approaches. Teachers by the great majority declared the political and ethical perspective of teaching and seeing curriculum as a living text that can always be under the process of deconstruction, construction, and reconstruction.
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