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Autor/inn/en | Blanchet-Cohen, Natasha; Reilly, Rosemary C. |
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Titel | Immigrant Children Promoting Environmental Care: Enhancing Learning, Agency and Integration through Culturally-Responsive Environmental Education |
Quelle | In: Environmental Education Research, 23 (2017) 4, S.553-572 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1350-4622 |
DOI | 10.1080/13504622.2016.1153046 |
Schlagwörter | Immigrants; Environmental Education; Culturally Relevant Education; Teaching Methods; Focus Groups; Student Attitudes; Parent Attitudes; Teacher Attitudes; Student Diversity; Conservation (Environment); Student Role; Foreign Countries; Inquiry; Questionnaires; Social Responsibility; Action Research; Grade 4; Grade 5; Grade 6; Influences; Teacher Role; Interviews; Canada (Montreal) Immigrant; Immigrantin; Immigranten; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Elternverhalten; Lehrerverhalten; Conservation; Environment; Konservierung; Bewahung; Umwelt; Ausland; Fragebogen; Soziale Verantwortung; Projektforschung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Influence; Einfluss; Einflussfaktor; Lehrerrolle; Interviewing; Interviewtechnik |
Abstract | This paper examines the potential of culturally-responsive environmental education to engage immigrant early adolescents. Our study suggests that environmental involvement can become a means and an end for children to bridge their school and home in agential ways. Drawing from a multi-phase study involving focus groups with children, parents, and teachers from three culturally-diverse schools in Montreal, as well as a green action research project, we examine children's role as environmental educators and ambassadors. The role of environmental ambassador allowed children to take on positions that departed from conventional parent-child social scripts, and enhanced the communication between school-student-home, between generations, and spoke to their sense of place. We contend that culturally-responsive environmental education offers a unique space for enacting democracy, knowledge creation and integration, but this opportunity is often squandered. Bi-directional, responsive, and consistent home-school-community-place relations need to be actively supported. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |