{"title":"通过与职前教师探讨过去/现在/未来的教学机会,重新配置环境可持续性教育","authors":"T. Young, Karen Malone","doi":"10.1080/13562517.2023.2197112","DOIUrl":null,"url":null,"abstract":"ABSTRACT This research adopts post-qualitative inquiry to trace the teachings and learnings with an environmental sustainability subject for preservice teachers at an Australian university. Humanist discourses of ‘education for sustainability’ and ‘default environmental practices’ often act to heavily stratify educational spaces, becoming obstacles for alternative perspectives. How might novice teachers connect with the personal (what they learn), the professional (what they teach) ecological literacy and what is ethical (ecological justice), whilst confronting the political and social causations of environmental concerns? In response to these questions, the authors illustrate how they disrupted dominant conceptualisations of teaching environmental sustainability in higher education with pedagogical openings that animate us to think differently. Ecological, relational and critical posthuman philosophies help to orientate co-learnings with students. By blending the familiar, whilst also experimenting with speculative practices and playful learning, we have sought to expand the potential for (re)focusing past/present/future entanglements of human and more-than-human lifeworlds.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"8","resultStr":"{\"title\":\"Reconfiguring environmental sustainability education by exploring past/present/future pedagogical openings with preservice teachers\",\"authors\":\"T. Young, Karen Malone\",\"doi\":\"10.1080/13562517.2023.2197112\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT This research adopts post-qualitative inquiry to trace the teachings and learnings with an environmental sustainability subject for preservice teachers at an Australian university. Humanist discourses of ‘education for sustainability’ and ‘default environmental practices’ often act to heavily stratify educational spaces, becoming obstacles for alternative perspectives. How might novice teachers connect with the personal (what they learn), the professional (what they teach) ecological literacy and what is ethical (ecological justice), whilst confronting the political and social causations of environmental concerns? In response to these questions, the authors illustrate how they disrupted dominant conceptualisations of teaching environmental sustainability in higher education with pedagogical openings that animate us to think differently. Ecological, relational and critical posthuman philosophies help to orientate co-learnings with students. By blending the familiar, whilst also experimenting with speculative practices and playful learning, we have sought to expand the potential for (re)focusing past/present/future entanglements of human and more-than-human lifeworlds.\",\"PeriodicalId\":22198,\"journal\":{\"name\":\"Teaching in Higher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2023-07-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"8\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching in Higher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/13562517.2023.2197112\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching in Higher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/13562517.2023.2197112","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Reconfiguring environmental sustainability education by exploring past/present/future pedagogical openings with preservice teachers
ABSTRACT This research adopts post-qualitative inquiry to trace the teachings and learnings with an environmental sustainability subject for preservice teachers at an Australian university. Humanist discourses of ‘education for sustainability’ and ‘default environmental practices’ often act to heavily stratify educational spaces, becoming obstacles for alternative perspectives. How might novice teachers connect with the personal (what they learn), the professional (what they teach) ecological literacy and what is ethical (ecological justice), whilst confronting the political and social causations of environmental concerns? In response to these questions, the authors illustrate how they disrupted dominant conceptualisations of teaching environmental sustainability in higher education with pedagogical openings that animate us to think differently. Ecological, relational and critical posthuman philosophies help to orientate co-learnings with students. By blending the familiar, whilst also experimenting with speculative practices and playful learning, we have sought to expand the potential for (re)focusing past/present/future entanglements of human and more-than-human lifeworlds.
期刊介绍:
Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship. The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice. Authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal. Please note that the journal does not publish: -descriptions and/or evaluations of policy and/or practice; -localised case studies that are not contextualized and theorised; -large-scale surveys that are not theoretically and critically analysed; -studies that simply replicate previous work without establishing originality.