弗莱雷在急剧变化的时代的希望:从科学教育到面对气候危机的课程整合对话。

IF 1.3 4区 教育学 Q2 CULTURAL STUDIES
Iván Salinas, M Beatriz Fernández, Daniel Johnson, Nataly Bastías
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引用次数: 1

摘要

本文从气候危机时期的科学教育出发,提出了理解课程整合作为一种激进教学法形式的对话。本文将保罗·弗莱雷关于一种激进形式的解放式教学法的作品、贝尔·胡克斯关于在教学中超越界限的建议,以及为了拥抱一种面对气候危机的激进教学法——一种反压迫性的课程整合实践——而对科学家身份的看法编织在一起。在讨论气候变化教育的挑战时,我们提出了一些关于政策在将气候变化纳入智利教育中的作用的发现,以及该工作的合著者Nataly老师将课程作为行动研究项目整合的经验。我们建议,通过融合两种方法来实现反压迫性课程整合:旨在维持民主社会的课程设计和为被压迫者的解放实践提出的主题调查。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Freire's hope in radically changing times: a dialogue for curriculum integration from science education to face the climate crisis.

This article advances a dialogue for understanding curriculum integration as a form of radical pedagogy, starting from science education in times of climate crisis. The paper weaves Paulo Freire's work about a radical form of emancipatory pedagogy, bell hooks's proposal to transgress boundaries in teaching, and the landscape of identities for science persons in order to embrace a radical pedagogy for facing the climate crisis: an anti-oppressive curriculum integration practice. The issue of climate change education is discussed in its challenges as we present some findings about the role of policy in incorporating climate change in education in Chile and the experience of a teacher, Nataly, coauthor in this work, integrating curriculum as an action-research project. We propose that an anti-oppressive curriculum integration emerges from converging two approaches: curriculum design intended for sustaining democratic societies and thematic investigations proposed for liberatory practices of the oppressed.

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来源期刊
CiteScore
3.10
自引率
0.00%
发文量
45
期刊介绍: Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration. This journal focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon; publishes articles that have an explicit and appropriate connection with and immersion in cultural studies; seeks articles that have theory development as an integral aspect of the data presentation; establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy; builds new communities at the interface of currently distinct discourses; aims to be a catalyst that forges new genres of and for scholarly dissemination; provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars; publishes manuscripts that encompass all forms of scholarly activity; includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.
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