Delinking Global Issues in Northern Europe Classrooms

Autor/inn/en	Sund, Louise; Pashby, Karen
Titel	Delinking Global Issues in Northern Europe Classrooms
Quelle	In: Journal of Environmental Education, 51 (2020) 2, S.156-170 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sund, Louise) ORCID (Pashby, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2020.1726264
Schlagwörter	Environmental Education; Global Approach; World Problems; Ethics; Power Structure; Foreign Countries; Postcolonialism; Praxis; Political Issues; Europe + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Globales Denken; Weltproblem; Ethik; Ausland; Post colonialism; Postkolonialismus; Politischer Faktor; Europa
Abstract	This article builds from scholarship in Environmental Education Research (EER) and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power. We also consider the extent to which recent calls in EER for explicit attention to coloniality connect to discussions about posthuman thinking through a shared critical reading of modernity. We argue that ethical approaches to global issues, and pedagogical processes and practices that would contribute to them, are possible only if we recognize the relations of power that have shaped history and engage with critical modes of inquiry. Furthermore, we argue for the need to engage deeply with and confront historical patterns in concrete pedagogical practices in order to interrupt our own epistemic, political, ethical, and strategic place and categories. Finally, we will draw upon an example from our classroom-based research to consider how our findings relate to what is being called for in the critical scholarship of praxis, as informed by empirical studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01