Citizenship education for environmental sustainability in Lebanon
Public school teachers’ understandings and approaches
Bibliographic Data
| ID | 12526115 |
|---|---|
| Authors | Maria Ghosn-Chelala (0000-0002-4162-7139, Notre Dame University – Louaize, corresponding author), Bassel Akar (0000-0002-5300-6348, Notre Dame University – Louaize) |
| Year | 2021 |
| Volume | 27 |
| Issue | 3 |
| Pages | 366-381 |
| Publication date | 2021-02-21 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Environmental Education Research (JOURNAL) |
| Journal identifiers | ISSN: 1350-4622 • E-ISSN: 1469-5871 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13504622.2021.1879024 |
| OpenAlex | W3131208331 |
| Language | EN |
| Citations received | 7 |
| References cited | 42 |
Governments around the world have expressed various degrees of commitment to promoting approaches to environmental sustainability through their national curricular aims. Critical and dialogic pedagogies can support learning for environmental sustainability, but teachers in countries affected by armed conflict struggle to facilitate such pedagogies as they drive students to accurately recite information published in textbooks. In this study, we investigate education practices for environmental sustainability in Lebanon, a conflict-affected area. We conducted semi-structured interviews with teachers across 21 public schools. Findings showed that despite their commitments to caring for the natural environment, pedagogies and policies are, by and large, inadequate to foster a citizenship for environmental sustainability. While teachers reported that learners participate in recycling and replanting activities at school, their self-reports suggest that mainstream pedagogy requires learners to uncritically reproduce knowledge officiated in the national curriculum and carry out activities directed by teachers. Most teachers believed that governmental reform to end corruption was a prerequisite to teaching and learning for a citizenship for environmental sustainability. In public schools, engaging children in environmentally sustainable practices in Lebanon is hampered by a teaching workforce comprising less than a quarter of teachers with written qualifications, a highly centralized governance system and stagnant curricular reform
Citizenship · Curriculum · Dialogic · Education for sustainable development · Environmental education · Pedagogy · Political science · Politics · Public relations · Sociology · Sustainability · Sustainable development · Ecocriticism and Environmental Literature · Environmental Education and Sustainability · Religion, Ecology, and Ethics
Researching sustainability in Arab educational institutions
Lebanese teachers' perceptions of digital citizenship and professional development needs for effective digital citizenship education
Adolescents’ attitudes toward climate change urgency
Environmental citizenship in Lebanon
Designing an education for sustainable development (ESD) curriculum
Conceptions and dimensions of quality in environmental and sustainability education
Trainee Teachers' Perceptions of Socio-Environmental Problems for Curriculum Development
Citizenship Education in Conflict-Affected Areas
The Content Analysis Guidebook
Interpretative Phenomenological Analysis
Contributions of Education for Sustainable Development (ESD) to Quality Education
Teaching History after Identity‐Based Conflicts
Climate Change Education in the Context of Education for Sustainable Development
Critical Thinking, Transformative Learning, Sustainable Education, and Problem-Based Learning in Universities
Stepping Back from ‘The Ladder’
Education Policy and Power-Sharing in Post-Conflict Societies
Lebanon Cities’ Public Spaces
Environmental sustainability in post-conflict countries
Defining and predicting sustainability
Trashing the sectarian system? Lebanon’s “You Stink” movement and the making of affective publics
I do not have the means to speak
Lebanon’s waste crisis
Learning for resilience, or the resilient learner? Towards a necessary reconciliation in a paradigm of sustainable education
How do teachers perceive environmental responsibility
The impact of development education and education for sustainable development interventions
Sustainability as a cross-curricular priority in the Australian Curriculum
Teaching for citizenship in Lebanon
The Firm and Shaky Ground of Education for Sustainable Development
Learning active citizenship
Sense of Place and Sense of Planet
Nature, environmentalism, and the politics of citizenship in post-civil war Lebanon
The five dimensions of sustainability
| Unique citing works | 7 |
|---|---|
| Citations per year | 1.75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |