Silence – a matter of public concern
Reconsidering Critical Environmental and Sustainability Education
Datos Bibliográficos
| ID | 8092756 |
|---|---|
| Autores | Danny Wildemeersch (0000-0001-8122-2892, KU Leuven, autor de correspondencia) |
| Año | 2017 |
| Volumen | 24 |
| Número | 9 |
| Páginas | 1371-1382 |
| Fecha de publicación | 2017-03-06 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Environmental Education Research (JOURNAL) |
| Identificadores de la revista | ISSN: 1350-4622 • E-ISSN: 1469-5871 |
| Editorial | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13504622.2017.1301385 |
| OpenAlex | W2523502129 |
| Idioma | EN |
| Citas recibidas | 10 |
| Referencias citadas | 24 |
The paper analyses the contribution of critical pedagogy to the reflection on environmental and sustainability education. It links this reflection to a case of a Flemish/Belgian citizen movement that sensitizes the public for the issue of silence, through various educational and community-based practices. These practices inspired the author to try and find out how the narrative of the organisation could be framed in terms of critical pedagogy. He therefore investigated how scholars on environmental education, particularly in this journal, have discussed over the years several theoretical and practical approaches of community-based environmental education. In addition he also explored how the notion of equality of intelligence developed by Jacques Rancière, and the concept of plurality developed by Hannah Arendt, could inspire that debate. It helped him to take a stance in the tension between individual and social transformation and connect it to the democratic practices of the citizen’s movement on silence. These investigations eventually resulted into an attempt to redefine good practices of critical environmental and sustainability education
Aesthetics · Critical pedagogy · Democracy · Democratic Education · Environmental education · Environmental ethics · Flemish · Pedagogy · Political science · Politics · Silence · Sociology · Sustainability · Critical and Liberation Pedagogy · Law · Philosophy, Ethics, and Existentialism · Posthumanist Ethics and Activism
DisCoord
Pedagogical publics
Option or necessity
The existential and the instrumental in Environmental and Sustainability Education
Pluralistic environmental and sustainability education – a scholarly review
Environmental and sustainability education in the Benelux countries
Balancing the urgency and wickedness of sustainability challenges
The emergence of a global innovation in education
Plant blindness
Problematising ‘Transformative’ Environmental Education in a Climate Crisis
Beautiful Risk of Education
Places of Learning
Why Doesn't This Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy
The Human Condition
The Human Condition
Critical pedagogy and emotion
Theorising community gardens as pedagogical sites in the food movement
Learning from sustainable development
Education for sustainable development, participation and socio‐cultural change
On the need to repoliticise environmental and sustainability education
Between knowing what is right and knowing that is it wrong to tell others what is right
Traversing the Gap
Freedom, Plurality, Solidarity
Educating Beyond Cultural Diversity
The Beautiful Risk of Education
A Breathing Space for Aesthetics and Politics
| Obras citantes distintas | 10 |
|---|---|
| Citas por año | 1,25 |
| Intervalo de citas | 2018 - 2026 (9) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 10 |