Macro-Challenges of Environmental and Sustainability Education in Teacher Education Research: A Philosophical Approach To Mature The Field [CSSE-CATE]
Keyword
environmental educationsustainability
teacher education
nomenclature
educational philosophy
macro-challenges
Metadata
Show full item recordAbstract
Current teacher education (TE) practices at higher educational institutes are moving toward inclusion of climate change considerations. Most notable is the call for Climate Change Education (CCE) to be part and parcel of TE programs across Canada. CCE is new nomenclature to an already diversified field of monikers. Nomenclature is complex as geopolitical and sociocultural nuances guide specific meaning to a name. For instance, alongside Australia, Canada has followed the moniker of ESE-TE to promote “Environmental and Sustainability Education in Teacher Education.” The UN chose to forego subtle differences by adopting a standardised and uniforming nomenclature of “Environment and Sustainable Development”12 (ESD). Ultimately, the issue of nomenclature is at the heart of rhetoric and academic tensions in the subfield of ESE-TE, including how we represent research. Casting a comprehensive net, paying due diligence to what is in a name, and utilising new technology for visualising data as trends, we are able to reveal exciting trends-as-patterns in ESE-TE research. Our conceptual approach discerns subtle distinctions of shallow and deep challenges to the maturity of the field—challenges we term “micro-” and “macro-” respectively. Our research suggests new research potentialities concerning macro-challenges can utilise “abstractions of abstractions” as a philosophical basis for ESE-TE.Collections
The following license files are associated with this item:
- Creative Commons
Except where otherwise noted, this item's license is described as Attribution-NoDerivatives 4.0 International