Towards a Critical Pedagogy of Place for Environmental Conservation

Autor/inn/en	Ajaps, Sandra; Forh Mbah, Marcellus
Titel	Towards a Critical Pedagogy of Place for Environmental Conservation
Quelle	In: Environmental Education Research, 28 (2022) 4, S.508-523 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ajaps, Sandra) ORCID (Forh Mbah, Marcellus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2022.2050889
Schlagwörter	Critical Theory; Place Based Education; Environmental Education; Conservation (Environment); Climate; Educational Change; Disadvantaged; Foreign Policy; Indigenous Knowledge; Teacher Attitudes; Teaching Methods; Correlation; Foreign Countries; Afrocentrism; Biology; Science Instruction; Geography Instruction; Teacher Characteristics; Western Civilization; Africa; Nigeria + Suchen Sie Ihr Suchwort? Kritische Theorie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Conservation; Environment; Konservierung; Bewahung; Umwelt; Klima; Bildungsreform; Außenpolitik; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Ausland; Afro-centrisme; Afrozentrismus; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Geography education; Geography lessons; Geografieunterricht; Afrika
Abstract	This paper considered the changes in education that are needed in response to the rapidly deteriorating state of the Earth's environment. We argued that such changes should be focussed on developing an effective education that equips inhabitants of the Earth to understand their environment towards contributing to its conservation, especially with respect to climate change mitigation and adaptation. This is crucial because previously colonised people and their environments are marginalised in their Eurocentric education systems. To escape ethnocentricity, education should be transformed using a polycentric approach that legitimises all knowledge systems and places. Therefore, this study employed a qualitative approach to explore teachers' perceptions of the extent to which their education system is based on local knowledge and places, and how the concept of place might be engaged as the foundation for learning. A selection of teachers participated in the study, which employed in-depth interviews. Factors that contributed to the place-detachment of participants' practice were analysed, along with a discussion of educational reform ideas that included place-based approaches and indigenous methods. The correlation between these ideas and a critical pedagogy of place has implications for environmental conservation in local and global contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01