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| Autor/in | Morris, Michael C. |
|---|---|
| Titel | Primary School Education Resources on Conservation in New Zealand Over-Emphasise Killing of Non-Native Mammals |
| Quelle | In: Australian Journal of Environmental Education, 38 (2022) 2, S.168-177 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0814-0626 |
| DOI | 10.1017/aee.2021.19 |
| Schlagwörter | Foreign Countries; National Curriculum; Empathy; Sustainability; Conservation (Environment); Conservation Education; Elementary Education; Guidelines; Compliance (Legal); Animals; Educational Resources; Violence; New Zealand |
| Abstract | Guidelines for sustainability linked to the government-approved National Curriculum for education in New Zealand emphasise values of empathy and respect for all life. These instruct educators to discuss different values around sustainability and conservation. I reviewed educational resources published or endorsed by government agencies to determine compliance with these sustainability Guidelines. The resources reviewed promote the view that non-native mammals should be killed. Some resources go further in giving instructions to children on how to do this, and how to source kill traps. Children are provided with material designed to engender dislike towards non-native mammals, particularly possums. Resources conflate issues of conservation by tying it in with protection of tourism, ornamental plants and primary industries. This encouragement of killing in environmental educational resources appears unique to New Zealand. It is discussed in light of increasing evidence that performing or witnessing animal abuse is a causal factor for future violence towards human and non-human animals. (As Provided). |
| Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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