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Teachers' perspectives on environmental education in multicultural contexts: Towards culturally-responsive environmental education
ARTICLE

, , Department of Applied Human Sciences, Canada

TATE Volume 36, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This inquiry explores teachers' perspectives on enacting environmental education in a Québec urban locale with high student diversity. Participating in focus groups and interviews, teachers from three schools discussed their experiences incorporating environmental education into their multiculturally-diverse classrooms. Challenges included value clashes, a lack of common lived experiences, and reconciling contradictory educational perspectives and political policies, which often placed teachers in paradoxical positions. Findings suggest moving toward practices of culturally-responsive environmental education that demand more than awareness but include interactive dialogue. Teachers need support from beyond the classroom and the capacity to develop curriculum facilitating the inclusion of students' culture.

Citation

Blanchet-Cohen, N. & Reilly, R.C. (2013). Teachers' perspectives on environmental education in multicultural contexts: Towards culturally-responsive environmental education. Teaching and Teacher Education: An International Journal of Research and Studies, 36(1), 12-22. Elsevier Ltd. Retrieved June 7, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.07.001

Keywords