Reconstructing Powerful Knowledge in an era of climate change

Kirby, Andrew

doi:10.32358/rpd.2020.v6.427

Cited by 6 publications

(4 citation statements)

References 26 publications

(29 reference statements)

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“…We are under no illusion that this will be easy to accomplish. As with Kirby (2020), we know that ‘… incorporating local knowledge is hard work’ (p14). But we do see this as an exciting and necessary next step, to get beyond the stultifying and destructive binary oppositions that bedevil educational discourse.…”

Section: Extending the Potential Of ‘Future Three’ Curriculum Thinkingmentioning

confidence: 91%

“…Furthermore, there are questions about how PDK relates to other ways of knowing, for example, those that draw from indigenous and community knowledges. For instance, Andrew Kirby (2020) has recently shown how, in addressing what he calls ‘twisted problems’ (from the Spanish phrase ‘problemas retorcidos’) such as climate change, local and indigenous knowledges can offset the ‘weaknesses of conventional science’ (p3) that offer universalist solutions to what are usually locally or regionally unique place‐based problems of flooding, drought, sea level rise and so on. However, as Kirby writes, “Recognizing the existence of local knowledge does not demand that it envelop everything, in the same way that it does not signal a retreat from abstract knowledge” (p 10).…”

Section: Extending the Potential Of ‘Future Three’ Curriculum Thinkingmentioning

confidence: 99%

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Exploring ‘Future three’ curriculum scenarios in practice: Learning from the GeoCapabilities project

Béneker,

Bladh,

Lambert

2023

The Curriculum Journal

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This paper has its origins in the EU Comenius funded GeoCapabilities project. From its outset, the project developed and researched the notion of powerful disciplinary knowledge (PDK) as an underlying principle of curriculum making in the context of secondary school geography teaching. The work, led from the UCL Institute of Education and involving school teachers, teacher educators and other stakeholders across eight mainly European jurisdictions, was framed by Young and Muller's ‘three educational scenarios’ (Young & Muller, European Journal of Education, 45, 2010 and 11). The three futures heuristic is discussed as a means to distinguish qualities of curriculum thought. Future 3 scenarios, which posit teachers as curriculum makers with responsibility to engage in essential ‘knowledge work’, provide a principled platform on which to develop ambitious educational classroom encounters. Knowledge working with PDK and (as we go on to argue) other powerful ways of knowing the world, is seen as a bridge between social realist epistemological principles and practical classroom content selections. This opens the possibility of responding to Deng's (Journal of Curriculum Studies, 54, 2022) call for developing practical theories of content with teachers. Although the authors are geographers in education drawing on different international perspectives and traditions, the paper addresses matters of interest applicable to a variety of specialist subject domains across the secondary school curriculum.

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Section: Extending the Potential Of ‘Future Three’ Curriculum Thinkingmentioning

confidence: 91%

Section: Extending the Potential Of ‘Future Three’ Curriculum Thinkingmentioning

confidence: 99%

Exploring ‘Future three’ curriculum scenarios in practice: Learning from the GeoCapabilities project

Béneker,

Bladh,

Lambert

2023

The Curriculum Journal

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“…Powerful knowledge is transmitted and put into action on campus grounds [78]. However, it is important to also go beyond the relatively safe spaces of college campus and utilize powerful knowledge to help empower and liberate oppressive realities elsewhere in cities and suburbs, as well as throughout the countryside [79,80].…”

Section: Empowering and Liberating Knowledge Beyond College Campusesmentioning

confidence: 99%

Enthralling Prefigurative Urban and Regional Planning Forward

Lopes Balsas

2023

Land

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Improving, strengthening, and fine tuning, as well as developing, revitalizing, conserving, and preserving, are all words commonly used in an urban and regional planner’s vocabulary. More nebulous are the concepts of it, thyself, which are the other in planning thinking and professional interventions. Who, what, how, when, and where will it be carried out? If conscious and aware of one’s actions, oneself ought to be able to answer these questions without deference to its outcomes. However, it is commonly recognized that we are unable, and at times unwilling, to understand others’ reaction to a proposal, even when put forward according to established common norms and traditions and socio-economic, environmental, cultural, and legal orders. The purpose of this paper is to review various planning challenges derived from earlier lived and or researched experiences that have already occurred, others taking place here and now, as well as others in need of further conceptualization and study. The review methods build not only upon the now classical sustainability framework, but also upon the more recent and alternative Soft City approach centered on place, movement, and sociability. It is believed that the planning topics and methods analyzed in this review can help reach carbon neutrality goals, promote climate urbanism, accomplish higher utilization of renewable energy, and reduce automobility levels, all goals conducive to graceful bliss and authentic happiness.

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“…A temática ambiental é debatida a muitas décadas e tornou-se urgente devido ao avanço dos problemas de degradação das mais diversas naturezas (Kirby, 2020;Zhao & Li, 2022;Lin & Ma, 2022;Magidi & Hlungwani, 2023). Como saída para reduzir e mitigar os impactos ao meio ambiente, Lima (2015) afirma que a educação ambiental tem por objetivo responder os problemas e as relações que envolvem educação e meio ambiente, e seu crescimento desencadeou uma série de multiplicidades de ações, debates, ações e reflexões sobre as questões ambientais.…”

Section: Introductionunclassified

A percepção discente sobre sustentabilidade em uma universidade brasileira da cidade Nova Iguaçu

Barros,

De Oliveira Santos,

Pereira

2023

Rev. Prod. Desenvolv.

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Objetivo: Este artigo tem como objetivo investigar a percepção dos estudantes de uma instituição de ensino superior de Nova Iguaçu (RJ) sobre a sustentabilidade ambiental levando em consideração os objetivos do desenvolvimento sustentável, especificamente o objetivo do desenvolvimento sustentável (ODS) 4 - educação de qualidade. Metodologia/Abordagem: O estudo é exploratório de natureza qualitativa com foco em responder questões em um nível de realidade que não pode ser quantificado, trata-se de um estudo observacional realizado através de um corte transversal para análise de conteúdo feita através de um questionário direcionado a 20 alunos. Resultados: Os resultados da pesquisa corroboram para garantir que as instituições de ensino são necessárias para o processo de conscientização, reforçando o debate sobre a sustentabilidade. Surge também a necessidade de combinar múltiplas dimensões sociais, ecológicas, psicológicas, políticas, ético-filosóficas, culturais, económicas e tecnológicas, talvez utilizando a extensão universitária como eixo de prática transversal e interdisciplinar, para promover o pensamento sustentável. Limitação/implicação da pesquisa: O número de respondentes foi considerou o critério de saturação em pesquisas de natureza qualitativa. Originalidade/Valor do artigo: A educação ambiental em instituições de ensino é fundamental para estabelecer bases sólidas em favor da sustentabilidade e da formação do pensamento crítico em relação às questões ambientais.

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Reconstructing Powerful Knowledge in an era of climate change

Cited by 6 publications

References 26 publications

Exploring ‘Future three’ curriculum scenarios in practice: Learning from the GeoCapabilities project

Exploring ‘Future three’ curriculum scenarios in practice: Learning from the GeoCapabilities project

Enthralling Prefigurative Urban and Regional Planning Forward

A percepção discente sobre sustentabilidade em uma universidade brasileira da cidade Nova Iguaçu

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