Views of "Nature", the "Environment" and the "Human-Nature" Relationships in Ethiopian Primary School Textbooks

Autor/inn/en	Gugssa, Mulugeta Awayehu; Aasetre, Jorund; Debele, Meskerem Lechissa
Titel	Views of "Nature", the "Environment" and the "Human-Nature" Relationships in Ethiopian Primary School Textbooks
Quelle	In: International Research in Geographical and Environmental Education, 30 (2021) 2, S.148-163 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gugssa, Mulugeta Awayehu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-2046
DOI	10.1080/14616688.2020.1763564
Schlagwörter	Textbook Content; Textbooks; Elementary School Curriculum; Primary Education; Young Children; Environmental Education; Conservation (Environment); Natural Resources; World Problems; Ecological Factors; Social Responsibility; Sustainable Development; Foreign Countries; Ethiopia + Suchen Sie Ihr Suchwort? Lehrbuchtext; Textbook; Text book; Schulbuch; Lehrbuch; Primarbereich; Frühe Kindheit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Conservation; Environment; Konservierung; Bewahung; Umwelt; Natural Ressource; Natürliche Ressource; Weltproblem; Ökologischer Ansatz; Soziale Verantwortung; Nachhaltige Entwicklung; Ausland; Äthiopien
Abstract	For the majority of Ethiopian students, textbooks are their first and sometimes the only initial exposure to books and readings. Teachers also heavily depend on textbooks to structure and deliver daily lessons. Guided by the belief in the ability of textbooks to affect pupils' environmental behaviour and attitude, we carried out this content analysis to better understand how Environmental Science textbooks work to represent a particular view of "nature" and the "environment" for pupils. Results indicate that anthropocentric view coupled with nature's position as an alienated entity is extensively embedded in the textbooks. Actors who are culprits of environmental problems were not addressed in a way pupils can easily identify. Besides, the proposed actions were not specifically designed to provide pupils the opportunity to partake in environmental protection activities. We critically discussed the implications of these representations and urged for reformed textbooks in Ethiopia. We reiterate that for textbooks to play their central role in preparing environmentally literate citizenry, there needs to be a fundamental reform in Ethiopian school textbooks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01