Contextualising Learning through the Participatory Construction of an Environmental Education Programme

Ruíz-Mallén, Isabel; Barraza, Laura; Bodenhorn, Barbara; Ceja-Adame, Maria de la Paz; Reyes‐García, Victoria

doi:10.1080/09500690903203135

Cited by 31 publications

(30 citation statements)

References 19 publications

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“…Most environmental knowledge is acquired at an early age and is based on direct experience and interaction with cultural traditions, beliefs, and rituals. Formal education systems often remove children from these place-based and linguistically coded traditional knowledge systems (McCarter and Gavin 2011) or do not account for nor value local knowledge and traditions (La Belle 1982;Ruiz-Mallen et al 2009). In Nepal, in spite of multiple laws and acts in recent years that adopt policies to provide primary level education in mother tongues (i.e., with mother tongues as the medium of instruction) (Phyak 2015;Singh et al 2012), these have yet to be implemented on a country-wide scale or for all of the mother-tongue languages that exist.…”

Section: Intergenerational Transmissionmentioning

confidence: 99%

3. Transforming Language to Script: Constructing Linguistic Authority through Language Contact in Schools in Nepal

Pradhan

2019

The Politics of Language Contact in the Himalaya

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This chapter examines the power dynamics – conceptualized as ‘linguistic authority’, using Bourdieu’s theoretical framework – of language contact in education in contemporary Nepal. Nepal’s new policy of Multi-Lingual Education (MLE) is generating new sites and types of language contact; the author describes the adoption of multilingual textbooks in a school in the southern Tarai region. Through the creation of standardized, written scripts of minority languages to use in the textbooks, the legitimate authority of the languages is asserted, leading to recognition from the state and shifts in power relations.

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Section: Intergenerational Transmissionmentioning

confidence: 99%

3. Transforming Language to Script: Constructing Linguistic Authority through Language Contact in Schools in Nepal

Pradhan

2019

The Politics of Language Contact in the Himalaya

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“…In Latin America, studies and reports also reveal the need for high quality, contextualized -integration of local environmental information in materials -EEM (Arikan 2009;Cebrián and Noguera 2010;Gonzáles-Gaudiano 2007;Obara et al 2009;Reyes-García et al 2010;Ruiz-Mallén et al 2010;Taylor and Mulhall 2001). Natural science as well as non-natural science elementary teachers in Quito, Ecuador suggested two central themes, namely waste disposal and air contamination, as local environmental priority problems that need to be integrated in EE programmes (Viteri, Clarebout, and Crauwels 2012).…”

Section: Introductionmentioning

confidence: 95%

Children’s recall and motivation for an environmental education video with supporting pedagogical materials

Viteri

Clarebout

Crauwels

2013

Environmental Education Research

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This study examined recall (Rcl) differences of high, average and low achieving fifth-grade elementary students (72) for an environmental education video with supporting pedagogical materials. In addition, it assessed the motivational level of all students. Recall assessment was carried out one-week and twenty-weeks after intervention. Main findings suggest comparative Rcl results for all achievers and high motivation for the designed video and pedagogical materials. Implications for future research and for an integrative materials' design approach are presented.

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“…There are serious concerns, however, that formal education systems in some areas of the world do not adequately account for local knowledge and cultural diversity [3,4]. This results in school systems that are ineffective in attaining educational outcomes and which may actively erode cultural and linguistic diversity [5].…”

Section: Introductionmentioning

confidence: 99%

“…This results in school systems that are ineffective in attaining educational outcomes and which may actively erode cultural and linguistic diversity [5]. In consequence, there have been repeated calls over the last decade that local content should be included in education curricula [3,4,6]. In particular, the inclusion of traditional ecological knowledge (TEK) i into formal schooling has been advocated by a variety of commentators [e.g.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of the value of traditional ecological knowledge to formal school curricula: opportunities and challenges from Malekula Island, Vanuatu

McCarter

Gavin

2011

J Ethnobiology Ethnomedicine

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BackgroundThe integration of traditional ecological knowledge (TEK) into formal school curricula may be a key tool for the revitalisation of biocultural diversity, and has the potential to improve the delivery of educational objectives. This paper explores perceptions of the value of TEK to formal education curricula on Malekula Island, Vanuatu. We conducted 49 interviews with key stakeholders (local TEK experts, educators, and officials) regarding the use of the formal school system to transmit, maintain, and revitalise TEK. Interviews also gathered information on the areas where TEK might add value to school curricula and on the perceived barriers to maintaining and revitalising TEK via formal education programs.ResultsParticipants reported that TEK had eroded on Malekula, and identified the formal school system as a principal driver. Most interviewees believed that if an appropriate format could be developed, TEK could be included in the formal education system. Such an approach has potential to maintain customary knowledge and practice in the focus communities. Participants identified several specific domains of TEK for inclusion in school curricula, including ethnomedical knowledge, agricultural knowledge and practice, and the reinforcement of respect for traditional authority and values. However, interviewees also noted a number of practical and epistemological barriers to teaching TEK in school. These included the cultural diversity of Malekula, tensions between public and private forms of knowledge, and multiple values of TEK within the community.ConclusionsTEK has potential to add value to formal education systems in Vanuatu by contextualising the content and process of curricular delivery, and by facilitating character development and self-awareness in students. These benefits are congruent with UNESCO-mandated goals for curricular reform and provide a strong argument for the inclusion of TEK in formal school systems. Such approaches may also assist in the maintenance and revitalisation of at-risk systems of ethnobiological knowledge. However, we urge further research attention to the significant epistemological challenges inherent in including TEK in formal school, particularly as participants noted the potential for such approaches to have negative consequences.

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Contextualising Learning through the Participatory Construction of an Environmental Education Programme

Cited by 31 publications

References 19 publications

3. Transforming Language to Script: Constructing Linguistic Authority through Language Contact in Schools in Nepal

3. Transforming Language to Script: Constructing Linguistic Authority through Language Contact in Schools in Nepal

Children’s recall and motivation for an environmental education video with supporting pedagogical materials

Perceptions of the value of traditional ecological knowledge to formal school curricula: opportunities and challenges from Malekula Island, Vanuatu

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