Climate Justice Pedagogies in Green Building Curriculum

Autor/inn/en	Solis, Miriam; Davies, Will; Randall, Abby
Titel	Climate Justice Pedagogies in Green Building Curriculum
Quelle	In: Curriculum Inquiry, 52 (2022) 2, S.235-249 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2022.2041981
Schlagwörter	Conservation (Environment); Ecology; Social Justice; Vocational Education; High School Students; Grade 12; Design; Curriculum; Urban Schools; Racism; Social Bias; Urban Planning; Student Participation; Educational Facilities Design; Educational Facilities Planning; Organizational Change; Texas (Austin) + Suchen Sie Ihr Suchwort? Conservation; Environment; Konservierung; Bewahung; Umwelt; Ökologie; Soziale Gerechtigkeit; Ausbildung; Berufsbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 12; 12. Schuljahr; Schuljahr 12; Curricula; Lehrplan; Rahmenplan; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rassismus; Stadtplanung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Organisationswandel
Abstract	This article draws on environmental justice frameworks located in urban planning (Agyeman et al., 2002; Pellow, 2007) and critical place inquiry (Tuck & McKenzie, 2014) to focus on the relationship between green building curriculum, career and technical education, and climate justice. Green building--a rapidly growing field within the architecture, planning, and design fields--seeks to mitigate the consequences of climate change by reducing the built environment's impact on the natural world. Green building involves technical learning and is often carried out by credentialed professionals. We thus ask, how do we advance climate justice through green building curricula? We draw insights from a green building education program from a Career and Technical Education classroom to discuss the need to engage high school students' knowledge about the connectivity between their communities and green building plans. We identify the consideration of erasure and futurities in green building curricular efforts, youth as co-planners and co-designers, and organizational learning and change as central to reimagining responses to ecological precarity in justice oriented-ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01