Virginie Servant-Miklos
Biographic Data
| ID | 6674360 |
|---|---|
| NAME | Virginie Servant-Miklos |
| GIVEN NAMES | Virginie |
| FAMILY NAME | Servant-Miklos |
| SIGNATURE | SERVANT-MIKLOS V |
| AFFILIATIONS | Erasmus University College, Rotterdam, The Netherlands |
| ORCID | 0000-0003-1987-531X |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
“What do I stand for?” - A phenomenological account of an identity crisis in the climate classroom
This single-participant idiographic study examines the implications of a student's identity crisis in the climate classroom through the lens of existential phenomenology. The study analyses the ontological sense-making process of a mixed-race, bisexual female student reckoning with the racial dimensions of climate change during an environmental course in a liberal arts college in the Netherlands. By delving into the ontological implications of th…
Environmental education and socio-ecological resilience in the Covid-19 pandemic
The COVID-19 pandemic disrupted daily life globally, including education. Environmental science cautions that we must expect further disruptions as the sustainability crisis deepens. Resilience to these disruptions will be key to humanity’s survival in years to come. The pandemic constitutes a litmus test for environmental education’s effectiveness in fostering socio-ecological resilience. This paper uses Educational Action Research (EAR) to repo…
Toward social-transformative education
The aim of this paper is to critique the individualistic ontological premises of ‘self-directed learning’, as it has been developed in humanist education literature in the tradition of Carl Rogers. The authors suggest instead that social-transformative education and its critical social ontology serve the emancipatory promise of education better while offering the possibility to tackle the collective challenges of our time. Beginning with an analy…
Environmental education and socio-ecological resilience in the Covid-19 pandemic
The COVID-19 pandemic disrupted daily life globally, including education. Environmental science cautions that we must expect further disruptions as the sustainability crisis deepens. Resilience to these disruptions will be key to humanity’s survival in years to come. The pandemic constitutes a litmus test for environmental education’s effectiveness in fostering socio-ecological resilience. This paper uses Educational Action Research (EAR) to repo…
Toward social-transformative education
The aim of this paper is to critique the individualistic ontological premises of ‘self-directed learning’, as it has been developed in humanist education literature in the tradition of Carl Rogers. The authors suggest instead that social-transformative education and its critical social ontology serve the emancipatory promise of education better while offering the possibility to tackle the collective challenges of our time. Beginning with an analy…
Toward social-transformative education
The aim of this paper is to critique the individualistic ontological premises of ‘self-directed learning’, as it has been developed in humanist education literature in the tradition of Carl Rogers. The authors suggest instead that social-transformative education and its critical social ontology serve the emancipatory promise of education better while offering the possibility to tackle the collective challenges of our time. Beginning with an analy…
Environmental education and socio-ecological resilience in the Covid-19 pandemic
The COVID-19 pandemic disrupted daily life globally, including education. Environmental science cautions that we must expect further disruptions as the sustainability crisis deepens. Resilience to these disruptions will be key to humanity’s survival in years to come. The pandemic constitutes a litmus test for environmental education’s effectiveness in fostering socio-ecological resilience. This paper uses Educational Action Research (EAR) to repo…
“What do I stand for?” - A phenomenological account of an identity crisis in the climate classroom
This single-participant idiographic study examines the implications of a student's identity crisis in the climate classroom through the lens of existential phenomenology. The study analyses the ontological sense-making process of a mixed-race, bisexual female student reckoning with the racial dimensions of climate change during an environmental course in a liberal arts college in the Netherlands. By delving into the ontological implications of th…
Pedagogy (3 works) · Sociology (3 works) · Ecology (2 works) · Environmental education (2 works) · Environmental Education and Sustainability (2 works) · Epistemology (2 works) · Psychology (2 works) · Qualitative research (2 works) · Social Psychology (2 works) · Social science (2 works)