Citizenship Education for Environmental Sustainability in Lebanon: Public School Teachers' Understandings and Approaches

Autor/inn/en	Ghosn-Chelala, Maria; Akar, Bassel
Titel	Citizenship Education for Environmental Sustainability in Lebanon: Public School Teachers' Understandings and Approaches
Quelle	In: Environmental Education Research, 27 (2021) 3, S.366-381 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ghosn-Chelala, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2021.1879024
Schlagwörter	Citizenship Education; Environmental Education; Teaching Methods; Sustainability; Critical Theory; Conflict; War; Public School Teachers; Teacher Attitudes; Foreign Countries; Recycling; National Curriculum; Social Change; Government School Relationship; Teacher Qualifications; Governance; Lebanon + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Nachhaltigkeit; Kritische Theorie; Konflikt; Krieg; Lehrerverhalten; Ausland; Sozialer Wandel; Lehrqualifikation; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Libanon
Abstract	Governments around the world have expressed various degrees of commitment to promoting approaches to environmental sustainability through their national curricular aims. Critical and dialogic pedagogies can support learning for environmental sustainability, but teachers in countries affected by armed conflict struggle to facilitate such pedagogies as they drive students to accurately recite information published in textbooks. In this study, we investigate education practices for environmental sustainability in Lebanon, a conflict-affected area. We conducted semi-structured interviews with teachers across 21 public schools. Findings showed that despite their commitments to caring for the natural environment, pedagogies and policies are, by and large, inadequate to foster a citizenship for environmental sustainability. While teachers reported that learners participate in recycling and replanting activities at school, their self-reports suggest that mainstream pedagogy requires learners to uncritically reproduce knowledge officiated in the national curriculum and carry out activities directed by teachers. Most teachers believed that governmental reform to end corruption was a prerequisite to teaching and learning for a citizenship for environmental sustainability. In public schools, engaging children in environmentally sustainable practices in Lebanon is hampered by a teaching workforce comprising less than a quarter of teachers with written qualifications, a highly centralized governance system and stagnant curricular reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01