Teachers' Narratives of Ecojustice Education in the Age of Crisis
Subject Areas : Research in Curriculum Planning
Arash Mehraban
1
,
Abdullah Azizi
2
,
جمال سلیمی
3
*
1 - M.A student in Persian Language and Literature, University of Zabol, Sistan and Baluchestan, Iran.
2 - M.A of Education Studies, University of Kurdistan, Sanandaj, Iran.
3 - Associate Professor of Curriculum Studies, Department of Educational Sciences, University of Kurdistan, Sanandaj, Iran.
Keywords: ecological justice education, curriculum, descriptive narrative, geography, era of crisis,
Abstract :
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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