The Political Dimension in Environmental Education Curricula: Towards an Integrative Conceptual and Analytical Framework

Autor/inn/en	Slimani, Melki; Lange, Jean-Marc; Håkansson, Michael
Titel	The Political Dimension in Environmental Education Curricula: Towards an Integrative Conceptual and Analytical Framework
Quelle	In: Environmental Education Research, 27 (2021) 3, S.354-365 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Slimani, Melki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2021.1879023
Schlagwörter	Political Influences; Environmental Education; Guidelines; Teaching Methods; Ethics; Agricultural Production; Sustainable Development; Social Change; Social Services; Citizenship; Literacy; Political Science; Interdisciplinary Approach + Suchen Sie Ihr Suchwort? Political influence; Politischer Einfluss; Umweltbildung; Umwelterziehung; Umweltpädagogik; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Ethik; Agriculture; Production; Landwirtschaft; Produktion; Agrarproduktion; Landwirtschaftliche Produktion; Nachhaltige Entwicklung; Sozialer Wandel; Social service; Soziale Dienstleistung; Soziale Dienste; Staatsbürgerschaft; Alphabetisierung; Schreib- und Lesefähigkeit; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	The risk of neutralizing the political dimension in environmental education through the depoliticization of its thematic objects, its intended learning, and its educational purposes, is a curricular phenomenon identified by recent research in the field. The aim of this article is to develop a conceptual and analytical framework to identify clarification of the political dimension. The framework on the political dimension as part of environmental education provides political learning entry that help to avoid the vanishing of this dimension. Nevertheless, this is not without themes and cannot be decoupled from its educational aims. Therefore, establishing a conceptual and analytical framework considering environmental themes, political learning and educational purposes together can effectively support the curricular construction of environmental education's political dimension. Thus, we define six environmental issue meta-themes by politicization and depoliticization trends that cross them; draw on environmental and political education research to identify political learning components in an environmental education context; and discuss linking political learning to possible educational purposes. We believe that within the dialectic of politicization/depoliticization that crosses the thematic subjects, learning and purposes of environmental education's political dimension, the path leading to the democratic subjectification of learners guarantees its non-neutralization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01