Accommodating environmental controversies in the classroom curriculum: Too hot to handle or opportunities for deep learning
journal contribution
posted on 2023-05-17, 10:11authored byMcLaine, J, Dowden, T
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.
History
Publication title
The Social Educator
Volume
29
Pagination
22-29
ISSN
1328-3480
Department/School
Faculty of Education
Publisher
Social Educators Association of Australia (SEAA)
Place of publication
Australia
Rights statement
Copyright 2011 Social Educators Association of Australia