Teacher Education as or for Social and Ecological Transformation: Place-Based Reflections on Local and Global Participatory Methods and Collaborative Practices

Autor/inn/en	Alsop, Steve; Dippo, Don; Zandvliet, David B.
Titel	Teacher Education as or for Social and Ecological Transformation: Place-Based Reflections on Local and Global Participatory Methods and Collaborative Practices
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 33 (2007) 2, S.207-223 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
Schlagwörter	Teaching Methods; Foreign Countries; Ecology; Sustainable Development; Teacher Education; Social Influences; Social Problems; Institutional Cooperation; Colleges; Rural Schools; Democratic Values; Partnerships in Education; Participation; Transformative Learning; Environmental Influences; School Community Programs; Civil Rights; Rural Areas; Canada; Canada (Vancouver); Mexico; Peru + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Ökologie; Nachhaltige Entwicklung; Lehrerausbildung; Lehrerbildung; Sozialer Einfluss; Social problem; Soziales Problem; Institute; Co-operation; Cooperation; Institut; Kooperation; College; Hochschule; Fachhochschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Hochschulpartnerschaft; Teilnahme; Pädagogische Transformation; Environmental influence; Umwelteinfluss; Bürgerrechte; Grundrechte; Zivilrecht; Kanada; Mexiko
Abstract	This paper offers reflections on two transformative teacher education projects. The first a global communities module is set in a university in Vancouver and utilizes the lens of social ecology to examine the roles of teachers in bringing an awareness of local/global issues to their students' learning experiences. The second, a Canadian International Development Agency (CIDA) teacher education project located in rural Peru, involves the collaboration of universities in Canada, Mexico and Peru. The projects are united in their use of "critical place-based" transformative teacher education agendas and democratic participatory methods. We use our experiences in these projects combined with relevant literature to explore three questions: (1) What inspirations might be drawn from our critical place-based participatory approaches? (2) What might these approaches offer in response to the United Nation's Decade of Education for Sustainable Development [UNDESD]? (3) Does the UN Decade provides a conceptual framework to instigate and support social and ecological transformation? (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10