Literaturnachweis - Detailanzeige
| Autor/inn/en | Kruidenier, Daniel; Morrison, Scott |
|---|---|
| Titel | Avoid the Banking Model in Social and Environmental Justice Education: Interrogate the Tensions |
| Quelle | In: Educational Studies: Journal of the American Educational Studies Association, 49 (2013) 5, S.430-442 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1946 |
| DOI | 10.1080/00131946.2013.825803 |
| Schlagwörter | Stellungnahme; Banking; Educational Experience; Cultural Pluralism; Social Justice; Consciousness Raising; Social Differences; Power Structure; Disadvantaged; Teaching Methods; Climate; Environmental Education; Controversial Issues (Course Content) |
| Abstract | In this article, we argue that when teaching about and for social and environmental justice, teachers need to move beyond promoting individual behavior changes as a primary means to counter complex, global problems. Further, we advocate for a more robust strategy for teaching about and for social and environmental justice that not only raises awareness about oppression, inequality, and destruction, but also, and more importantly, interrogates how we define and operationalize the concept of justice. This, we believe, makes for a more educative experience and better prepares students for life in a pluralistic and multicultural society. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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