Climate Strikes and Curricula: Insights from Norway

Autor/in	Tomren, Tom Sverre
Titel	Climate Strikes and Curricula: Insights from Norway
Quelle	In: Journal of Teacher Education for Sustainability, 24 (2022) 1, S.105-115 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1691-4147
DOI	10.2478/jtes-2022-0008
Schlagwörter	Foreign Countries; Climate; Sustainability; Environmental Education; Activism; Strikes; Ecology; Student Attitudes; Secondary School Students; Curriculum; Norway + Suchen Sie Ihr Suchwort? Ausland; Klima; Nachhaltigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Aktivismus; Politischer Protest; Strike; Streik; Ökologie; Schülerverhalten; Sekundarschüler; Curricula; Lehrplan; Rahmenplan; Norwegen
Abstract	In this article, the author analyzes environmental pedagogy in the Norwegian curricula for environmental and sustainability education from 1997 to 2020. The author investigates how climate-striking youth evaluate the outgoing curricula through a survey in which 88 respondents participated. The survey reveals that young climate activists demand a more action-oriented education that emphasizes political change. The author discusses the findings against the background of radical eco-pedagogy and the works of Richard Kahn, Chet Bower, and David Orr and concludes that the youth striking against climate change is practicing the curriculum they are asking for and that schools should welcome the strikes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01