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Provoking Curriculum Studies pushes forward a strong reading of the
theoretical and methodological innovations taking place within
curriculum studies research. Addressing an important gap in
contemporary curriculum studies-conceptualizing scholars as poets
and the potential of the poetic in education-it offers a framework
for doing curriculum work at the intersection of the arts, social
theory, and curriculum studies. Drawing on poetic inquiry,
psychoanalysis, phenomenology, life writing, and several types of
arts-based research methodologies, this diverse collection
spotlights the intellectual genealogies of curriculum scholars such
as Ted Aoki, Geoffrey Milburn and Roger Simon, whose provocations,
inquiries, and recursive questioning link the writing and
re-writing of curriculum theory to acts of strong poetry. Readers
are urged to imagine alternative ways in which professors,
teachers, and university students might not only engage with but
disrupt, blur, and complicate curriculum theory across
interdisciplinary topographies in order to seek out blind
impresses-those areas of knowledge that are left over, unaddressed
by 'mainstream' curriculum scholarship, and that instigate
difficult questions about death, trauma, prejudice, poverty,
colonization, and more.
The present book shares critical perspectives on the
conceptualization, implementation, discourses, policies, and
alternative practices of environmental education (EE) for diverse
and unique groups of learners in a variety of international
educational settings. Each contribution offers insights on the
authors' own processes of re-imagining an education in/about/for
the environment that are realized through their teaching, research
and other ways of "doing" EE. Overall, environmental education has
been aimed at giving people a wider appreciation of the diversity
of cultural and environmental systems around them as well as the
urge to overcome existing problems. In this context, universities,
schools, and community-based organizations struggle to promote
sustainable environmental education practices geared toward the
development of ecologically literate citizens in light of
surmountable challenges of hyperconsumerism, environmental
depletion and socioeconomic inequality. The extent that individuals
within educational systems are expected to effectively respond
to-as well as benefit from-a "greener" and more just world becomes
paramount with the vision and analysis of different successes and
challenges embodied by EE efforts worldwide. This book fosters
conversations amongst researchers, teacher educators,
schoolteachers, and community leaders in order to promote new
international collaborations around current and potential forms of
environmental education. This book reflects many successful
international projects and perspectives on the theory and praxis of
environmental education. An eclectic mix of international scholars
challenge environmental educators to engage issues of
reconciliation of correspondences and difference across regions. In
their own ways, authors stimulate critical conversations that seem
pivotal for necessary re-imaginings of research and pedagogy across
the grain of cultural and ecological realities, systematic barriers
and reconceptualizations of environmental education. The book is
most encouraging in that it works to expand the creative commons
for progress in teaching, researching and doing environmental
education in desperate times. - Paul Hart, Professor of Science and
Environmental Education at the University of Regina (Canada),
Melanson Award for outstanding contributions to environmental and
outdoor education (Saskatchewan Outdoor and Environmental Education
Association) and North American Association for Environmental
Education (NAAEE)'s Jeske Award for Leadership and Service to the
Field of EE and Outstanding Contributions to Research in EE. In an
attempt to overcome simplistic and fragmented views of doing
Environmental Education in both formal and informal settings, the
collected authors from several countries/continents present a
wealth of cultural, social, political, artistic, pedagogical, and
ethical perspectives that enrich our vision on the theoretical and
practical foundations of the field. A remarkable book that I
suggest all environmental educators, teacher educators, policy and
curricular writers read and present to their students in order to
foster dialogue around innovative ways of experiencing an education
about/in/for the environment. - Rute Monteiro, Professor of Science
Education, Universidade do Algarve/ University of Algarve
(Portugal).
This exciting new book advances current practice-based and
theoretical knowledge around how youth defines and engages with
consumerism to provoke a larger conversation within science and
environmental education. It is also geared towards unveiling those
literacy praxes that can assist youth to adopt more
ethically-oriented consumerist habits. More specifically, this book
studies how youth's participation in the global consumer market
intersects with media technologies, new literacies, as well as
science and the environment from sociocultural perspectives. In
addition, it considers how school science has mediated youth
participation in hyper-consumerism, from food and technology to
shelter and transportation. This important and timely book is a
must-read for those interested in topics such as critical youth
studies, critical media literacy, STEM, arts-based research, STSE
education, citizenship education, cultural studies, policy studies,
curriculum studies, socio-scientific issues, technology,
sustainability, food studies, social justice, poverty, and consumer
behaviour. A wide range of science, technology and environmental
educators from Australia, Brazil, Canada, Netherlands and the
United States have combined their perspectives to produce this
exciting, innovative, timely and important book. It should be
essential reading for all teachers, teacher educators and
curriculum developers keen to address key issues raised by a
commitment to assist students in refining their understanding of
what constitutes socially, culturally, ethically and politically
responsible consumer practices and supporting them in formulating
and engaging in effective individual and collective action. Derek
Hodson, Emeritus Professor of Science Education, Ontario Institute
for Studies in Education (OISE), University of Toronto, Professor
of Science Education at The University of Auckland (New Zealand),
and Founding Editor of the Canadian Journal of Science, Mathematics
and Technology Education (CJSMTE). The authors in the book
deconstruct and analyse intricate economic, sociopolitical and
affective networks that are behind the cycles of production,
distribution and consumption of objects that are present in
youngsters' daily lives and their attitudes towards them. Apart
from breaking new ground by proposing and discussing
socioculturally informed research about the topic, the book
connects with pedagogical approaches that value critical
perspectives on the nature of the relationship between science,
technology, society and environment. It is a must-read for both
researchers and practitioners interested in issues related to
sustainability and citizenship education. Isabel Martins, Professor
of Science Education, Universidade Federal do Rio de Janeiro/
Federal University of Rio de Janeiro (UFRJ).
Provoking Curriculum Studies pushes forward a strong reading of the
theoretical and methodological innovations taking place within
curriculum studies research. Addressing an important gap in
contemporary curriculum studies-conceptualizing scholars as poets
and the potential of the poetic in education-it offers a framework
for doing curriculum work at the intersection of the arts, social
theory, and curriculum studies. Drawing on poetic inquiry,
psychoanalysis, phenomenology, life writing, and several types of
arts-based research methodologies, this diverse collection
spotlights the intellectual genealogies of curriculum scholars such
as Ted Aoki, Geoffrey Milburn and Roger Simon, whose provocations,
inquiries, and recursive questioning link the writing and
re-writing of curriculum theory to acts of strong poetry. Readers
are urged to imagine alternative ways in which professors,
teachers, and university students might not only engage with but
disrupt, blur, and complicate curriculum theory across
interdisciplinary topographies in order to seek out blind
impresses-those areas of knowledge that are left over, unaddressed
by 'mainstream' curriculum scholarship, and that instigate
difficult questions about death, trauma, prejudice, poverty,
colonization, and more.
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