Environmental Education Inspired by Critical Literacy, Indigenous Perspectives, and World-ending Texts: A Practitioner Inquiry Study with High School English Students
Notice bibliographique
Résumé
This practitioner inquiry study took place in a high school English classroom at an alternative social justice-oriented school in a large urban area in Ontario, Canada. Working as a practitioner researcher, I collaboratively taught two units over ten weeks with a classroom teacher in his Grade 11/12 English classroom, seeking opportunities within the existing curricula for youth to engage with environmental issues. The key research question that guided the work is: How do students engage with a critical literacy approach to environmental education? I constructed an ecoliteracies framework which positions the environment as a text that recognizes functional, cultural, and critical aspects of environmental issues. I took up concepts from environmental education and critical literacy to intervene in “business as usual” environmental education in ways that allow for nuance, complexity, and the social experiences of youth. Data for this research emerged from students’ assignments and classroom participation as well as from follow up focus groups where, along with recorded conversation, students made projects that described their understandings of a critical literacy approach to environmental education. Findings from this study suggest that the environment is a social practice. As youth show through their work, taking a critical literacy approach to environmental education allows teachers and students to trouble assumptions, reimagine ways of connecting, dwell in difficulty, and speculate about our experiences with a damaged planet. This research therefore offers ways that critical literacy and environmental education can support and sustain each other while engaging youth in intertwined social and environmental catastrophes currently rocking our world. Rather than a neat, nice package of knowledge about environmental issues, environmental education can be taken up as a cyclical process of world-ending and world-building. The implication for educators is that existing English curricula have space to recognize the creative, theoretical, and conceptual genius of young people to explore and represent their own experiences of their worlds. This dissertation offers teachers and researchers opportunities to take up nuanced and complex relational environmental engagement, along with some examples of how youth might respond if given the leeway to creatively remake their worlds within schools.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,004 | 0,001 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».