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This book concentrates exclusively on the dialogic turn in the
governance of science and the environment. The starting point for
this book is the dialogic turn in the production and communication
of knowledge in which practices claiming to be based on principles
of dialogue and participation have spread across diverse social
fields. As in other fields of social practice in the dialogic turn,
the model of communication underpinning science and environmental
governance is dialogue in which scientists and citizens engage in
mutual learning on the basis of the different knowledge forms that
they bring with them. The official aim is to involve citizens in
processes of decision-making on scientific and environmental
issues, including issues relating to the built environment such as
urban planning. The attempt in this book has been made to build
bridges across the fields of science and technology studies,
environmental studies and media and communication studies in order
to provide theoretically informed and empirically rich accounts of
how citizen voices are articulated, invoked, heard, marginalised or
silenced in science and environment communication.
In the case studies that make up the bulk of this book, middle and
high school history teachers describe the decisions and plans and
the problems and possibilities they encountered as they ratcheted
up their instruction through the use of big ideas. Framing a
teaching unit around a question such as "Why don't we know anything
about Africa?" offers both teacher and students opportunities to
explore historical actors, ideas, and events in ways both rich and
engaging. Such an approach exemplifies the construct of ambitious
teaching, whereby teachers demonstrate their ability to marry their
deep knowledge of subject matter, students, and the school context
in ways that fundamentally challenge the claim that history is
"boring."
Climate change has been a significant area of scientific concern
since the late 1970s, but has only recently entered mainstream
culture and politics. However, as media coverage of climate change
increases in the twenty-first century, the gap between our
understanding of climate change and climate action appears to
widen. In this timely book, Julie Doyle explores how practices of
mediation and visualisation shape how we think about, address and
act upon climate change. Through historical and contemporary case
studies drawn from science, media, politics and culture, Mediating
Climate Change identifies the representational problems climate
change poses for public and political debate. It offers ways
forward by exploring how climate change can be made more meaningful
through, for example, innovative forms of climate activism, the
reframing of meat and dairy consumption, media engagement with
climate events and science, and artistic experimentation. Doyle
argues that cultural discourses have problematically situated
nature and the environment as objects externalised from humans and
culture. Mediating Climate Change calls for a more nuanced
understanding of human-environmental relations, in order for us to
be able to more fully imagine and address the challenges climate
change poses for us all.
Climate change has been a significant area of scientific concern
since the late 1970s, but has only recently entered mainstream
culture and politics. However, as media coverage of climate change
increases in the twenty-first century, the gap between our
understanding of climate change and climate action appears to
widen. In this timely book, Julie Doyle explores how practices of
mediation and visualisation shape how we think about, address and
act upon climate change. Through historical and contemporary case
studies drawn from science, media, politics and culture, Mediating
Climate Change identifies the representational problems climate
change poses for public and political debate. It offers ways
forward by exploring how climate change can be made more meaningful
through, for example, innovative forms of climate activism, the
reframing of meat and dairy consumption, media engagement with
climate events and science, and artistic experimentation. Doyle
argues that cultural discourses have problematically situated
nature and the environment as objects externalised from humans and
culture. Mediating Climate Change calls for a more nuanced
understanding of human-environmental relations, in order for us to
be able to more fully imagine and address the challenges climate
change poses for us all.
In the case studies that make up the bulk of this book, middle and
high school history teachers describe the decisions and plans and
the problems and possibilities they encountered as they ratcheted
up their instruction through the use of big ideas. Framing a
teaching unit around a question such as 'Why don't we know anything
about Africa?' offers both teacher and students opportunities to
explore historical actors, ideas, and events in ways both rich and
engaging. Such an approach exemplifies the construct of ambitious
teaching, whereby teachers demonstrate their ability to marry their
deep knowledge of subject matter, students, and the school context
in ways that fundamentally challenge the claim that history is
'boring.'
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