In Practice: Teaching Environmental American Studies in a Time of Crisis

I have been thinking a lot about environmental pedagogy in American studies, especially since I started teaching a third-year interdisciplinary course, Climate Change & Culture Wars, which focusses on the post-1970s US. I wanted to know more about how others are approaching the topic as we face up to looming climate and ecological collapse. University teachers and learners across disciplines are reckoning with it, but what's going on in American studies in Britain, and what can we learn from each other and from teachers elsewhere? How is the crisis impacting on the framing of our disciplinary fields and how are we incorporating its intellectual and practical demands into pedagogic spaces and syllabi?

Using methodological potential of environmental pedagogy in foreign language learning

We consider the methodological potential of environmental pedagogy in foreign language learning. The using modern educational technology of mixed learning “inverted class” in higher education, the introduction of new principles of the educational process in higher education, the search for new organizational forms of learning, interactive methods and technologies of foreign language teaching are necessary. The solution of the research problem is based on theoretical, methodological and practical issues considered in the study. Teaching a foreign language is based on the methodological potential of the noospheric approach. Foreign language teacher is a facilitator, consultant and ensures successful communication of students in the process of carrying out interdisciplinary or meta-disciplinary research projects. It has been determined that in order to form the ecological competence of future bachelors of biology in foreign language classes, it is necessary to use authentic texts, the selection of which takes into account the criteria of authenticity and genre diversity. It is concluded that environmental competence contains a system of environmental knowledge, skills and abilities, includes a behavioral aspect. The development of this competence is carried out in cooperation with special (biological, environmental) disciplines in teaching a foreign language.

Miten roskan lukeminen laajentaa kirjallisuuden opetuksen mahdollisuuksia?

Vaikka kestävän kehityksen tavoitteet ovat keskeinen osa nykyisiä opetussuunnitelmauudistuksia, hakevat ympäristöpedagogiset käytännöt yhä monessa oppiaineessa muotoaan. Tarkastelen peruskoulun ja lukion äidinkielen ja kirjallisuuden oppiaineen sisällä tapahtuvan kirjallisuuden opetuksen ympäristöpedagogisia mahdollisuuksia. Tuon 2000-luvun filosofisen ja ihmistieteellisen tutkimuksen materiaalisen käänteen vuoropuheluun monilukutaidon pedagogiikan kanssa. Aineistonani luen Rachel Hope Allisonin "mykkää” sarjakuvaromaania I’m not a plastic bag, joka kuvaa ihmisperäisen jätteen päätymistä Tyyneen valtamereen. Alkaa ekologisten muutosten ketju, jossa pelkästään ihmisen toiminta ei ole maailmaa muuttavaa; myös ei-inhimillinen toimii ja tuottaa toimijuutta. Tavoitteenani on tuoda kirjallisuuden opetuksen käyttöön tietoa siitä, miten ei-inhimillistä, materiaalista ja vaikeasti kielen tasolla tulkittavaa toimijuutta on mahdollista lukea. Tuloksia on mahdollista hyödyntää ympäristöpedagogisen kirjallisuuden opetuksen kehittämisessä. How reading waste expands the possibilities of literature teaching? “Non-interpretable” matter and its reading in the development of environmental pedagogy literature teaching Abstract Although education for sustainable development is a key part of current curriculum reforms, many subjects do not yet have enough environmental pedagogy practices. I study how environmental pedagogy can be put into practice in compulsory basic education and general upper secondary school literature teaching within the subject of Finnish language and literature. I want to bring the material turn within 21st century philosophical and humanistic research into a dialogue with multiliteracy/multiliteracies pedagogy. I read Rachel Hope Allison’s “mute” graphic novel I’m not a plastic bag, which represents human waste ending up in the Pacific Ocean. A chain of ecological changes begins, in which human activity alone is not changing the world; also non-human acts and produces agency. My aim is to bring forth an understanding of how non-human, material and linguistically difficult-to-interpret agency can be read within literature teaching. The results can be used in developing environmental pedagogy literature teaching. Keywords: Material turn, multiliteracy/multiliteracies, environmental pedagogy literature teaching

LA EDUCACIÓN AMBIENTAL EN LOS MOVIMIENTOS SOCIOAMBIENTALES DE MÉXICO: un abordaje simbióticoA EDUCAÇÃO AMBIENTAL NOS MOVIMENTOS SOCIOAMBIENTAIS DO MÉXICO: uma abordagem simbióticaENVIRONMENTAL EDUCATION ON MEXICAN SOCIOENVIRONMENTAL MOVEMENTS: a symbiotc approach

En este artículo se teje un horizonte analítico y reflexivo sobre diferentes modos de contacto y potencialidades surgidas entre la educación ambiental y los movimientos socioambientales (MS). Se analiza la relación que existe en las funciones y los principios de la pedagogía ambiental y la práctica de dichas expresiones sociales, las posibilidades el arte como herramienta de comunicación y formación y también se realiza una recapitulación general de los aprendizajes que vienen aportando los MS a la educación ambiental. Las reflexiones contenidas y las propuestas surgen de revisar los acercamientos y experiencias surgidas en situaciones de conflicto ambiental en distintos contextos mexicanos, mismos que fueron expuestos por educadores ambientales autores en este número de la revista. Las conclusiones aluden a discusiones y a posibles líneas de abordaje para profundizar el estudio de los MS desde la perspectiva educativa y abonar con ello al fortalecimiento teórico y de intervención social de la educación ambiental. Neste artigo se articula um horizonte analítico e reflexivo sobre diferentes modos de contato e potencialidades surgidas entre a educação ambiental e os movimentos socioambientais (MS). Analisa-se a relação que existe nas funções e os princípios da pedagogia ambiental e a prática de ditas expressões sociais, as possibilidades da arte como ferramenta de comunicação e formação e também se realiza uma recapitulação geral das aprendizagens que vem aportando os MS para a educação ambiental. As reflexões contidas e as propostas surgem da revisão das abordagens e experiências constatadas em situações de conflito ambiental nos distintos contextos mexicanos, as quais foram expostas por educadores ambientais, autores nesta edição da revista. As conclusões acenam para discussões e possíveis linhas de abordagem para aprofundar o estudo dos MS a partir de uma perspectiva educacional e, assim, com ele, fortalecer a teoria e a intervenção social da educação ambiental. This paper articulates an analytical and reflectional horizon about different ways of contact and emerging potentialities between environmental education and socioenvironmental movements (SM). It analyses the existing relation on the functions and the principles of environmental pedagogy and the practice of so-called social expressions, the possibilities of art as a communicational and formative tool and also accomplishes a general recapitulation of the learning processes that have been contributing to the SMs towards environmental education. The reflections proposals herein emerge from the revision of approaches and experiences happening in environmentally conflicted situations on distinct Mexican contexts, which have been exposed by environmental educators, authors appearing on this issue of the journal. The conclusions indicate discussions and possible approaching lines so it’s possible to deepen SM studies from an educational perspective and, this way, with it, strengthen environmental education’s interventional theory.

Educational Facility Users: A Study on Improving Environmental Curricula and General Pedagogy from Students and Instructors in Anyang

The purpose of this study was to investigate ways to improve environmental curricula and local pedagogy by analyzing the satisfaction factors of student and instructors of various educational facilities in Anyang, South Korea. A survey questionnaire was conducted for 30 days from August 27, 2018 to September 26, 2018, for a sample group consisting of 1,000participants in Anyang. The survey questionnaire investigated various curricula and the educational, recreational, social, and environmental effects of pedagogy while studying the spatial, service, environmental, and policy factors of its corresponding facilities for both students and instructors.The cognitions of ‘Awareness to curriculum and pedagogy’ were analyzed. The cognitions of the purpose of taking classes were dispersed somewhat steadily among possible selections with ‘...for personal growth in developing skills.’ set at the highest frequency, and ‘...to be able to give and follow orders.’ set at the lowest frequency. In addition, class satisfaction was moderately set at above average frequency, while the above average frequency of student-teacher relationships was set moderately lower than class satisfaction’s above average frequency. In regards to curriculum and pedagogy satisfaction, the frequencies of both were set somewhat steadily. ‘Athletics and wellness’ was the most liked, while ‘Mathematics’ was the least liked. In addition, ‘Visual spatial’ and ‘Auditory-musical’ was the most liked, while ‘Solitary’ study was the least liked. Then, in ‘Checking academic progress’, ‘Tests/exams’ was set at the highest frequency, while ‘Frequent homework’ was set at the lowest frequency. In regards to fondness of nature and pets, ‘Outdoor activities’ were set at a significantly high frequency of approval, while ‘Have or want pets’ was set at a significantly low frequency of approval. Thus, the potential capability of environmental curricula improvements and general pedagogical improvements is very strong. In cognition towards the awareness on effects of environmental pedagogy, ‘Participate in camping and outdoor sporting (fishing, hiking, etc.)’ and ‘Participate in special interest meetings (hobbies and camps)’ were shown to be in high points of agreement. Furthermore, in preference of the types and activities of the 7 styles of pedagogy, ‘Use images, pictures, color and other visual media’, ‘Use sound, rhyme, and music’, ‘Role-playing is a technique that works well with others’, and ‘Highlighting your thoughts and feelings when you visualize’ were shown to be highly preferred types. Within the awareness on effects of environmental pedagogy, the three (3) factors were categorized as; ‘Environmental improving effects’, ‘Cultivation of gardens’, and ‘Participation in experiencing/education programs’ respectfully. In addition, three(3) factors were prevalent in types and activities of the 7 styles of pedagogy, thus categorized as ‘Analytical Learner’, ‘Emotional Learner’, and ‘Investigative Learner’.In addition to conducting a correlation analysis to determine the correlation between the preference of class satisfaction and satisfaction with nature responses for possible continuity, further research analytics rearranged the acquired data into two (2) additional forms of data output consisting of clusters and parallel plot groups. There were four (4) distinct clusters created from a dendrogram that grouped each participant’s profile according to fifty-six (56) of their cumulative survey questionnaire responses. Within the dendrogram of participant profiles, the four clusters were categorized as; ‘Low environmental engagement’, ‘Moderate environmental engagement’, ‘High environmental engagement’, and ‘Arbitrary environmental engagement’ with respect to environmental curriculum and pedagogy. Furthermore, the dendrogram data was converted to a series parallel plot points groups. Moreover, five (5) additional parallel plot groups were created and categorized by academic level, occupation, residence, age, and gender respectively.Conclusively, although the current situation of the city of Anyang is in the stages of major urban redevelopment, the potential overall effects of environmental education in Anyang are great. In the future, a diverse plethora of programs, such as diverse education/experiencing programs and information supporting programs can be applied to future curriculum and pedagogical development. In addition, the results of this study can be used as basic material for studying environmental awareness and directions of improvement for environmental education and pedagogy in the future.