Accommodating environmental controversies in the classroom curriculum: too hot to handle or opportunities for deep learning?

McLaine, John and Dowden, Tony (2011) Accommodating environmental controversies in the classroom curriculum: too hot to handle or opportunities for deep learning? The Social Educator, 29 (2). pp. 22-29. ISSN 1328-3480

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Abstract

Studies have shown that young people have a keen interest in environmental issues and the controversies surrounding them, yet environmental controversies often struggle to gain unfettered access to the classroom curriculum. This article discusses the findings of a research project that investigated the beliefs of secondary school teachers about a proposal to build a pulp mill in Tasmania. The study found that teachers were wary of the political context but nonetheless discerned the educational benefits of including subject matter of topical and particular interest to their students in the classroom curriculum. Although environmental controversies can be hot to handle, this paper argues that a student-centred approach to curriculum design, organised around issues of relevance and meaning to young people, offers scope for substantive engagement and deep learning.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright 2011 The Social Educators' Association of Australia (SEAA).
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 10 Sep 2013 23:57
Last Modified: 09 Feb 2017 01:59
Uncontrolled Keywords: local curriculum; environmental controversies; curriculum integration
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)
05 Environmental Sciences > 0502 Environmental Science and Management > 050203 Environmental Education and Extension
17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
Socio-Economic Objective: C Society > 93 Education and Training > 9303 Curriculum > 930399 Curriculum not elsewhere classified
URI: http://eprints.usq.edu.au/id/eprint/23870

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