印度气候变化教育中的知识和(不)确定性

IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Steve Puttick, Paloma Chandrachud, Rahul Chopra, Radhika Khosla, James Robson, Sanjana Singh, Isobel Talks
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引用次数: 0

摘要

本文探讨了教师对气候变化知识的理解,为日益增多的气候变化地理学研究做出了贡献。本文主要通过对印度 48 名教师进行深入的半结构式访谈获得的数据来探讨研究问题:印度教师构建了哪些关于气候变化知识的论述?我们认为,教师的备课和信息搜索是个人参与、发现和建构气候变化意义的不断变化方式的前沿。这些教师对气候变化的信念非常坚定,即使他们认为自己缺乏专业知识或理解:气候变化被描述为 "当务之急",这项工作将其理解为不仅涉及物质影响和过程,还涉及重要的认识论和合作需求,通过这些需求,教育可以促进公众对气候变化的推理。通过这一分析,我们提出了一个 "确定性问题",作为一种启发式工具,它强调了知识固有的不确定性与(反对气候否认主义的)人为气候变化确定性之间的紧张关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Knowledge and (un)certainty in climate change education in India

This paper explores teachers' conceptions of climate change knowledge, contributing to the growing body of work on the geographies of climate change. The paper focuses on the data generated through in-depth semi-structured interviews with a sample of 48 teachers in India to address the research question: What discourses about climate change knowledge are being constructed by teachers in India? We argue that teachers' lesson planning and searches for information are at the forefront of the changing ways in which individuals engage with, find out and construct meaning about climate change. These teachers' beliefs about climate change are very strongly held, even in the face of a perceived lack of expertise or understanding: climate change is described as the ‘need of the hour’, which this work understands as not only involving material impacts and processes but also important epistemological, collaborative needs through which education might contribute to public reasoning about climate change. Through this analysis we present a ‘certainty problematic’ as a heuristic device that foregrounds tensions between the inherent uncertainty of knowledge and (against climate denialism) certainty about anthropogenic climate change.

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来源期刊
British Educational Research Journal
British Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.70
自引率
8.70%
发文量
71
期刊介绍: The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.
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