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引用次数: 0
摘要
本文借鉴了城市规划中的环境正义框架(Agyeman et al., 2002;Pellow, 2007)和关键地点调查(Tuck & McKenzie, 2014),重点关注绿色建筑课程、职业和技术教育与气候正义之间的关系。绿色建筑是建筑、规划和设计领域中一个快速发展的领域,旨在通过减少建筑环境对自然世界的影响来减轻气候变化的后果。绿色建筑涉及技术学习,通常由有资质的专业人员进行。因此,我们要问,我们如何通过绿色建筑课程来推进气候正义?我们从职业和技术教育课堂的绿色建筑教育项目中汲取灵感,讨论让高中生了解社区与绿色建筑计划之间的联系的必要性。我们确定在绿色建筑课程努力中考虑消除和未来,青年作为共同规划者和共同设计师,组织学习和变化是以正义为导向的方式重新构想对生态不稳定性的反应的核心。
Climate justice pedagogies in green building curriculum
Abstract This article draws on environmental justice frameworks located in urban planning (Agyeman et al., 2002; Pellow, 2007) and critical place inquiry (Tuck & McKenzie, 2014) to focus on the relationship between green building curriculum, career and technical education, and climate justice. Green building—a rapidly growing field within the architecture, planning, and design fields—seeks to mitigate the consequences of climate change by reducing the built environment’s impact on the natural world. Green building involves technical learning and is often carried out by credentialed professionals. We thus ask, how do we advance climate justice through green building curricula? We draw insights from a green building education program from a Career and Technical Education classroom to discuss the need to engage high school students’ knowledge about the connectivity between their communities and green building plans. We identify the consideration of erasure and futurities in green building curricular efforts, youth as co-planners and co-designers, and organizational learning and change as central to reimagining responses to ecological precarity in justice oriented-ways.
期刊介绍:
Curriculum Inquiry is dedicated to the study of educational research, development, evaluation, and theory. This leading international journal brings together influential academics and researchers from a variety of disciplines around the world to provide expert commentary and lively debate. Articles explore important ideas, issues, trends, and problems in education, and each issue also includes provocative and critically analytical editorials covering topics such as curriculum development, educational policy, and teacher education.