Literaturnachweis - Detailanzeige
| Autor/in | Tani, Sirpa |
|---|---|
| Titel | Spaces, cultures and young people. Cultural sustainability in geography education. |
| Quelle | Aus: Reinfried, Sibylle (Hrsg.); Schleicher, Yvonne (Hrsg.); Rempfle, Armin (Hrsg.): Geographical views on Education for Sustainable Development : Proceedings. Lucerne-Symposium, Switzerland, July 29-31, 2007. Weingarten: Selbstverlag des Hochschulverbandes für Geographie und ihre Didaktik e.V. (2007) S. 193-198
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| Reihe | Geographiedidaktische Forschungen. 42 |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Sammelwerksbeitrag |
| ISBN | 978-3-925319-29-7 |
| Schlagwörter | Jugendlicher; Identität; Umwelterziehung; Bildung für nachhaltige Entwicklung; Geographieunterricht; Lehrerausbildung; Didaktik; Tagungsbeitrag; Umwelt; Ökologie; Ökonomie; Soziokultureller Faktor; Kultureller Unterschied; Sozialraum; |
| Abstract | The contents of and relationship between environmental education (EE) and education for sustainable development (ESD) are the subjects of an ongoing debate. Sustainable development is normally defined by dividing it into three elements: ecological, economic and socio-cultural sustainability. In environmental education, because of its background in nature conservation, the ecological aspect has always been strong while the other elements of sustainability have been considered less often. In this article, I will approach ESD and EE from the viewpoint of geography. First, I will briefly introduce three ways to comprehend the concept of the environment: the environment as an entity; the experienced environment; and the socially and culturally produced environment. In geography, as I will argue, all these ways of comprehending the environment can be addressed, and by doing so, the versatile nature of ESD and EE can be highlighted. Secondly, I will take a closer look at the cultural aspects of sustainability. Socially and culturally produced spaces, concepts of identity and subjectivity, as well as questions of power and resistance, contain meanings that are close to young people in contemporary urban societies. By applying these concepts, teachers could get a better understanding of their students’ everyday lives. These approaches could also provide students with help in their interaction with various social groups and sub-cultures, and in various social spaces. I will conclude this article by giving some examples of young people’s ways to use public space in order to highlight the importance of cultural understanding in geographical education. (Orig.). |
| Erfasst von | Externer Selbsteintrag |
| Update | Neueintrag 2022-03 |
