Creating Space for 'the Political' in Environmental and Sustainability Education Practice: A Political Move Analysis of Educators' Actions

Autor/inn/en	Van Poeck, Katrien; Östman, Leif
Titel	Creating Space for 'the Political' in Environmental and Sustainability Education Practice: A Political Move Analysis of Educators' Actions
Quelle	In: Environmental Education Research, 24 (2018) 9, S.1406-1423 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2017.1306835
Schlagwörter	Environmental Education; Sustainability; Case Studies; Political Attitudes; Teaching Methods; Role of Education; Agricultural Occupations; Video Technology; Foreign Countries; Agricultural Production; Field Trips; College Students; College Faculty; Dialogs (Language); Belgium + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltigkeit; Case study; Fallstudie; Case Study; Political attitude; Politische Einstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsauftrag; Agriculture; Occupation; Landwirtschaft; Beruf; Landwirtschaftlicher Beruf; Ausland; Production; Produktion; Agrarproduktion; Landwirtschaftliche Produktion; Exkursion; Collegestudent; Fakultät; Dialog; Dialogs; Dialogue; Dialogues; Belgien
Abstract	Literature about education's role in realising a more sustainable world emphasises the importance of acknowledging democratic and political challenges in environmental and sustainability education (ESE). This article offers an empirically grounded theoretical and methodological contribution to future research on how 'the political' is introduced, handled and experienced in ESE practice. It presents an analytical method, 'Political Move Analysis', for investigating how educators' actions open-up or close down a space for the political in learners' meaning-making. The method has been developed through empirical case studies that allowed to identify a variety of 'politicising' and 'de-politicising moves' performed by educators. Through these moves, educators can engage in very diverse teaching practices which differently affect the direction of people's meaning-making. These findings are theoretically discussed in view of how to understand the entanglement of the educative and the political in ESE. Prospects for future research and for inspiring teaching practice are pointed out. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01