Climate Change and Sustainability Education in India and the Place for Arts-Based Practice: Reflections from East Kolkata Wetlands

Autor/inn/en	Jones, Verity; Mitra, Saptarshi; Gupta, Nobina
Titel	Climate Change and Sustainability Education in India and the Place for Arts-Based Practice: Reflections from East Kolkata Wetlands
Quelle	In: London Review of Education, 20 (2022) 1, Artikel 48 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Jones, Verity)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8460
Schlagwörter	Climate; Sustainability; Environmental Education; Teaching Methods; Foreign Countries; Art Education; Holistic Approach; Interdisciplinary Approach; Educational Policy; Secondary School Teachers; Science Teachers; Student Teachers; Teacher Education Programs; Role Playing; Biodiversity; Gender Differences; Concept Formation; Learning Processes; Indians; Objectives; Sustainable Development + Suchen Sie Ihr Suchwort? Klima; Nachhaltigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Holistischer Ansatz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Politics of education; Bildungspolitik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Rollenspiel; Biodiversität; Geschlechterkonflikt; Concept learning; Begriffsbildung; Learning process; Lernprozess; Inder; Goal definition; Zielsetzung; Nachhaltige Entwicklung
Abstract	In 2019 India was ranked seventh most affected nation by climate change, yet 65 per cent of the Indian population had not heard of climate change. India's revised National Education Policy mentions climate change and environmental issues as part of its work towards reaching the United Nation's Sustainable Development Goals. However, to date, climate education in India has tended to remain the responsibility of the secondary science teacher in many schools where resources are limited. Following calls for a more holistic and multidisciplinary approach -- where students can link environmental issues with their lives -- we reflect on three arts-based climate education exemplars with students from the East Kolkata Wetlands (EKW) (n = 150, 10-17-year-olds). We consider how these frame climate change and sustainable education as a collective learning experience, rather than as scientific concepts alone. We respond to Szczepankiewicz et al.'s model for climate education and propose that teacher training in the EKW context can be conceptualised through a three-stage, interconnected approach to pedagogy: building concepts, learning through hands-on activities and building communities is central. We suggest that these three generalisable tenets of student teacher practice should be explored in other areas of ecological fragility, as well as in spaces of economic insecurity. (As Provided).
Anmerkungen	UCL Press. University College London (UCL), Gower Street, London WC1E 6BT, UK. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01