東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Reading our way forward: Education f...

Young, Rebecca Lynn.

FindBook

Google Book

Amazon

博客來

Reading our way forward: Education for environmental and social justice.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Reading our way forward: Education for environmental and social justice./
作者:	Young, Rebecca Lynn.
面頁冊數:	222 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
標題:	Education, Reading. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3631023
ISBN:	9781321092769

Reading our way forward: Education for environmental and social justice.
Young, Rebecca Lynn.

Reading our way forward: Education for environmental and social justice. - 222 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (Ph.D.)--State University of New York at Binghamton, 2014.

With an ultimate goal of promoting a more environmentally literate student body prepared to confront pressing local and global concerns such as climate change, management of natural resources, and human over-population, this project examines why current ecological crises demand immediate and comprehensive environmental education. From basic agricultural to complex technological issues, I argue society's obligation to educate the millennial generation in ways that prepare them for the future they will inherit. Linking environmental and social justice concerns, each chapter explores how the way we engage with literature can influence such change in our schools. Offering literary exemplars at primary, middle, secondary, and higher levels, analyses consider ways educators can promote environmental consciousness through pedagogical initiatives in the humanities. This study provides a rationale for literature as a transformative platform for ecocritical and ecopsychological education paradigm shifts and reviews models for implementation from primary through post-secondary schools.

ISBN: 9781321092769Subjects--Topical Terms:

1017790
Education, Reading.

Reading our way forward: Education for environmental and social justice.
LDR:03422nam a2200289 4500 001 1965205
005 20141020104643.5
008 150210s2014 ||||||||||||||||| ||eng d
020 $a 9781321092769
035 $a (MiAaPQ)AAI3631023
035 $a AAI3631023
040 $a MiAaPQ $c MiAaPQ
100 1 $a Young, Rebecca Lynn. $3 1263139
245 1 0 $a Reading our way forward: Education for environmental and social justice.
300 $a 222 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
500 $a Adviser: Leslie Heywood.
502 $a Thesis (Ph.D.)--State University of New York at Binghamton, 2014.
520 $a With an ultimate goal of promoting a more environmentally literate student body prepared to confront pressing local and global concerns such as climate change, management of natural resources, and human over-population, this project examines why current ecological crises demand immediate and comprehensive environmental education. From basic agricultural to complex technological issues, I argue society's obligation to educate the millennial generation in ways that prepare them for the future they will inherit. Linking environmental and social justice concerns, each chapter explores how the way we engage with literature can influence such change in our schools. Offering literary exemplars at primary, middle, secondary, and higher levels, analyses consider ways educators can promote environmental consciousness through pedagogical initiatives in the humanities. This study provides a rationale for literature as a transformative platform for ecocritical and ecopsychological education paradigm shifts and reviews models for implementation from primary through post-secondary schools.
520 $a Addressing the work of environmental educators such as David W. Orr and Kathleen Dean Moore and activists such as Alice Waters, each chapter offers successful educational program practices. I review environmentally relevant classic and contemporary fiction frequently taught in public schools as well as a selection of popular science fiction and fantasy. Throughout, this fiction inquiry is balanced by data and commentary environmentalist writers such as Wendell Berry, Bill McKibben, and Paul Hawkens provide. Moving toward interdisciplinary applications, fiction and non-fiction authors' perspectives foster discussion regarding how educators and students might understand, empathize, and act on social and environmental justice issues. Further, by emphasizing the powerful role our schools can assume in navigating local and global conflicts related to environmental sustainability, I urge decision makers in individual districts, buildings, and classrooms to lead reform. To that end, I consider how global perspectives and global citizenry can be nurtured along with place-based education that makes concrete the concerns of students and their international counterparts. My process and conclusions suggest that we change the well-documented dismal ecological trajectory we currently face as a nation and world by educating and preparing today's students for the consumer choices and practices they will make every day.
590 $a School code: 0792.
650 4 $a Education, Reading. $3 1017790
650 4 $a Education, Environmental. $3 1029977
690 $a 0535
690 $a 0442
710 2 $a State University of New York at Binghamton. $b English, General Literature, and Rhetoric. $3 1024648
773 0 $t Dissertation Abstracts International $g 75-11A(E).
790 $a 0792
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3631023