بازنمایی عدالت زیست بوم در بر نامه‌درسی جغرافیا؛ روایت‌های معلمان از آموزش تا کنشگری
محورهای موضوعی : پژوهش در برنامه ریزی درسی
آرش مهربان
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عبدالله عزیزی
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جمال سلیمی
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1 - دانشجوی کارشناسی ارشد زبان و ادبیات فارسی، دانشگاه زابل، سیستان و بلوچستان، ایران.
2 - کارشناسی ارشد مطالعات درسی، دانشگاه کردستان، سنندج، ایران.
3 - دانشیار مطالعات برنامة درسی، گروه علوم تربیتی، دانشگاه کردستان، سنندج، ایران.
کلید واژه: آموزش عدالت زیست بوم, برنامة درسی, روایت توصیفی, جغرافیا, عصر بحران,
چکیده مقاله :
تعامل انسان با طبیعت از شاخص‌های اصلی ارزیابی رفتار کنشگران در فرایند مدرنیزه شدن جوامع نوین است. این پژوهش با تکیه بر رویکرد کیفی، به بازنمایی روایت‌های معلمان جغرافیا از آموزش عدالت زیست بوم می‌پردازد. راهبرد مورد استفاده در پژوهش حاضر طرحِ روایت توصیفی پیشنهاد شده توسط ادموندز و کندی بود. میدان تحقیق، شهر مریوان و مشارکت‌کنندگان بالقوه تمامی معلمان جغرافیا در مقطع متوسطه اول بودند که 14 (5 زن، 9 مرد) نفر از آنان به صورت هدفمند (ناهمگن) انتخاب و با استفاده از یک پروتکل مصاحبه اپیزودیک دعوت به مشارکت شدند. روایات به دست آمده از طریق مراحل تحلیل مضمون استقرایی براون و کلارک با استفاده از Maxqda 2020تجزیه و تحلیل شدند. نتایج نشان داد که 4 فرا روایت تحت عناوین (هویت زیست محیطی، رفتار زیست محیطی، حساسیت زیست محیطی و مسئولیت پذیری زیست محور) از آموزش عدالت زیست بوم قابل احصا بود. با وجود گوناگونی روایت‌ها، معلمان در سطوح کلان و خرد به چالش‌هایی همچون تمرکزگرایی برنامه‌درسی، سیاست‌های کلان تبعیض آمیز، یکپارچه سازی فرهنگی، قوانین محدود کنندة اداری و محدودیت زیرساخت‌ها در بخش فضا، آموزش و تسهیلات و امکانات اشاره کردند. منافع حاصل از این نوع آموزش به ترتیب شامل تحول در باورهای کلیشه‌ای، تکوین ارزشها، امید به زندگی و در نهایت دستیابی به توسعة پایدار بود. با توجه به یافته‌های به دست آمده، نظام آموزشی کشور می‌بایست در راستای تعامل عمیق‌تر دانش آموزان با طبیعت به بازنگری برنامة درسی در مرحلة طراحی و اجرا بپردازد.
Ankind's interaction with nature is one of the main indicators for evaluating the behavior of actors in the process of modernization of modern societies. This research, relying on a qualitative approach, deals with the representation of teachers' narratives of ecological justice education in the era of crisis. The strategy used in the present study was the descriptive narrative design proposed by Edmonds and Kennedy (2017). The research field of Marivan city and the potential participants were all geography teachers in the first secondary level, 14 of them were selected purposefully (heterogeneous) and invited to participate using an episodic interview protocol. Narratives obtained were analyzed through Braun & Clarke's (2006) inductive thematic analysis process using MAXQDA. The results showed that 4 meta-narratives under the headings (environmental identity, environmental behavior, environmental sensitivity and bio-based responsibility) of ecological justice education could be counted. Despite the variety of narratives, teachers at the macro and micro levels pointed to challenges such as ideologically oriented curriculum design, discriminatory macro policies, cultural integration, restrictive administrative laws, and limited infrastructure in terms of space, education, and facilities. The benefits of this type of education included the evolution of stereotyped beliefs, the development of values, life expectancy, and finally achieving sustainable development. According to the findings, the educational system of the country should revise the curriculum in the design and implementation stage in order to deepen the interaction of students with nature.
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