批判地理学中的气候变化教育框架

IF 1.4 4区 社会学 Q2 GEOGRAPHY
Travis T. Fuchs
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引用次数: 0

摘要

释放气候变化教育的潜力,实现更加公正、民主和可持续的未来,是批判性地理教育的目标之一。本文提出了在关键地理和气候变化教育中使用Sjöström等人(2017)Vision III科学素养启发式(3-VSL)的令人信服的论据。通过课堂实例,本文展示了3-VSL框架如何帮助探索两个广泛的目标。首先,气候变化教育的科学、社会和公正方面都可以在3-VSL中得到体现。其次,也可以考虑关键地理学内部的多个目标,从认识到气候变化相关的危害到参与社会政治行动。3-VSL被认为是一个灵活而强大的框架,帮助教师和学生为更可持续的未来而努力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A framework for climate change education in critical geography
ABSTRACT Unlocking the potential of climate change education to achieve a more just, democratic and sustainable future is a goal of critical geography education. This article presents a compelling argument for using Sjöström et al.’s (2017) Vision III Scientific Literacy Heuristic (3-VSL) in critical geography and climate change education. Through classroom examples, the article shows how the 3-VSL framework can help explore two broad aims. First, the scientific, societal and justice-focused aspects of climate change education can all be captured within the 3-VSL. Second, the plurality of goals inside critical geography can also be considered, ranging from recognising climate change-related harms to engaging in socio-political action. The 3-VSL is argued to be a flexible and robust framework, aiding teachers and students in working for a more sustainable future.
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来源期刊
Geography
Geography GEOGRAPHY-
CiteScore
1.70
自引率
21.40%
发文量
21
期刊介绍: An international journal, Geography meets the interests of lecturers, teachers and students in post-16 geography.
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