Titlebook: Reimagining Science Education in the Anthropocene, Volume 2; Sara Tolbert,Maria F.G. Wallace,Jesse Bazzul Book‘‘‘‘‘‘‘‘ 2024 Springer Natur

etiquette

Breaking the Paradigm: Storying Climate Changee problem as teacher, we can discern key features of the crisis that must be foundational to any effective pedagogy of climate change. These key features include transdisciplinarity, the spanning of large scales of space and time, complex interconnections within and between human and biophysical sys

祖先

From False Generosity to True Generosity: Theorizing a Critical Imaginary for Science Educationrosity and, building on Freire’s work, aim to differentiate between false and true generosities as inspiration for theorizing a critical imaginary in science education. Drawing from the Freirean constructs of ., what we are doing and for whom, ., the power to (re)define ourselves and our praxis, and

暴發(fā)戶(hù)

Anti-racist Praxis in (Science and) Educationtor conference: our vision for cultivating anti-racist and social justice-driven (science) education, challenges we have experienced while enacting this vision, and creative maneuvers and resistance strategies we have used in overcoming those challenges. The chapter (and town hall upon which it is b

宇宙你

Science Education: From an Ideology of Greed to an Ideology of Thrivinginfluence and systematic control. Science and technology are often bent in the direction of those human interests with inordinate influence in the Anthropocene, resulting in global crisis. Science education tends to be controlled by a mainstream message that ideologically promotes the same value sys

考古學(xué)

Practices of Care with the Anthropocene: Scenes from the 2019 Nebraska Flooded. Inspired by Gough’s (Shaking the treed, making a rhizome: Towards a nomadic geophilosophy of science education. .(5), 625–645, 2006) call for more literary and artistic modes of representation in science education, this chapter offers an affect-rich account of the flood and learning to live in t

使聲音降低

Science Fiction, Speculative Pedagogy, and Critical Hope: Counternarratives for/of the Futurensuming eco-anxiety, how the future is addressed in schools is critically important as we navigate our complex relationship with the “Anthropocene” in education. In this chapter, we problematize restrictive curricular and pedagogical visions of possibility and, as an alternative, position science fi

Encapsulate

Curriculum Beyond Apocalypseademic analysis of governmental futures under climate change, .; and a fictional account of life under the “New Green Deal.” The texts are cross-read against each other and analyzed in terms of their political adequacy in convincingly moving us toward better and more equitable and sustainable eco-so

phytochemicals

How a Phenomenology of Place in Science Education Can Grant Erotic Generosities for the Oceanmpact of the Anthropocene on the ocean-Other and describe how a phenomenology of place in science education can enhance the lives of our youth to be meaningful within the marine environment so that they can become ocean literate and capable of making the kinds of decisions that benefit, not harm, the marine and aquatic environment.

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2662-6519 ience education, melding theory with practice.This book is oThis volume, a follow up to .Reimagining Science Education in the Anthropocene (2021)., continues a transdisciplinary conversation around reconceptualizing science education in the era of the Anthropocene. Drawing educators from many walks

Adornment

Book‘‘‘‘‘‘‘‘ 2024izing science education in the era of the Anthropocene. Drawing educators from many walks of life and areas of practice together in a creative work that helps reorient science education toward the problems and peculiarities associated with this contemporary geologic time. This work continues the mis