Towards a Political Education Through Environmental Issues

Name: Towards a Political Education Through Environmental Issues
Brand: Wiley
Price: 139.99 EUR
Availability: OnlineOnly

Melki Slimani(Autor*in)

Wiley (Verlag)

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Erschienen am 22. April 2021

224 Seiten

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978-1-119-82400-8 (ISBN)

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Inhalt

Cover
Half-Title Page
Title Page
Copyright Page
Contents
Foreword: Laying Down the Principles of Intentional Political Curricula for the Anthropocene World
Introduction
1 The Political Trend in Environmental Issues
1.1. Politics, the political and depoliticization
1.2. The political and the anti-political
1.3. Environmental and development issues (EDIs) between the political and anti-political or politics and depoliticization: what are the trends?
1.3.1. Issues of environmental politics and environmental change
1.3.2. Environmental ethical issues
1.3.3. Sustainable development issues
1.3.4. Agrifood issues
1.3.5. Issues concerning environmental technology and environmental management
1.3.6. Issues of transitioning to sustainability
1.4. Conclusion
2 The Political Potential of Environmental Issues
2.1. The regulatory categories of political life
2.1.1. Political philosophy approaches
2.1.2. Political science approaches
2.1.3. Educational approaches
2.2. The regulatory categories of political life in situations involving environmental and development issues
2.2.1. Environmental literacy
2.2.2. Ecological citizenship
2.2.3. Environmental deliberation
2.2.4. Environmental collective action
2.3. Conclusion
3 Political Learning and Socialization in Teaching Environmental Issues1
3.1. Educational purposes and projects: sociological, pedagogical and didactic approaches
3.1.1. Educational purposes and social functions of school: the sociological approach
3.1.2. Educational purposes and regulation of the teaching and learning process: the pedagogy of learning approach
3.1.3. Educational purposes and effectiveness of teaching and learning: the curricular didactic approach
3.1.4. Educational purposes of socialization
3.2. Evolution of the contributions of didactic research for the educational purposes of socialization
3.2.1. Sciences education and disciplinary cognitive socialization
3.2.2. Education for scientific uncertainty and critical cognitive socialization
3.2.3. Eco-citizenship education and political socialization
3.2.4. Education for sustainable development (ESD) and democratic socialization
3.3. Teaching of environmental and development issues and political learning: integrating socialization purposes
3.3.1. Ecoliteracy learning
3.3.2. Deliberative learning
3.3.3. Learning through social roles in a community of eco-citizens and political socialization
3.3.4. Learning in collective educational action regimes
3.4. Conclusion
4 Methodological Considerations
4.1. Case study methodology
4.2. Selection of case studies
4.2.1. UNESCO's "Education for Sustainable Development Goals": a prototype case in non-formal education
4.2.2. EDIs in the Tunisian curriculum: a representative case in formal education
4.3. Defining the analytical criteria
4.3.1. Criteria of the documentary analysis for selecting EDIs in prescribed curricula in Tunisia
4.3.2. Criteria for analyzing the political trend
4.3.3. Criteria for analyzing the political potential of EDIs
4.3.4. Criteria for the analysis of potentialities for socialization in terms of political learning
4.4. Procedure for data collection and analysis
4.4.1. Thematic content analysis
4.4.2. Direct observation
4.4.3. Interviews
4.5. Defining the research quality criteria
4.5.1. Strategies for increasing internal validity
4.5.2. Techniques to ensure reliability
5 The Political within "Education for Sustainable Development Goals"1
5.1. Analysis of the Sustainable Development Goals (SDGs) 2030
5.1.1. The political/anti-political trend
5.1.2. Political potential
5.1.3. Conclusion
5.2. Analysis of the content of "Education for SDGs"
5.2.1. The political/anti-political trend
5.2.2. Political potential
5.2.3. The potentialities for socialization in terms of political learning
5.2.4. Conclusion
6 The Political within the Tunisian Curriculum
6.1. Secondary school curriculum analysis
6.1.1. The prescribed curriculum
6.1.2. Potential curriculum
6.1.3. The produced curriculum
6.2. Analysis of the undergraduate curriculum: the bachelor's degree in environmental protection
6.2.1. Prescribed curriculum
6.2.2. The produced curriculum
Conclusion
Appendices
Appendix 1: Interviews: Guides and Help Lists
Appendix 2: Report on Political Elements in the SDG 2030 Agenda and in the Contents of "Education for 2030 SDGs"
Appendix 3: Report on political elements in the Tunisian Curriculum
Glossary
References
Index
Other titles from iSTE in Innovations in Learning Sciences
EULA

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