Towards a Political Education Through Environmental Issues

ISBN-13: 9781786305886 / Angielski / Twarda / 2021 / 224 str.

Melki Slimani

Spis treści

Foreword ixIntroduction xiiiChapter 1. The Political Trend in Environmental Issues 11.1. Politics, the political and depoliticization 11.2. The political and the anti-political 21.3. Environmental and development issues (EDIs) between the political and anti-political or politics and depoliticization: what are the trends? 31.3.1. Issues of environmental politics and environmental change 31.3.2. Environmental ethical issues 61.3.3. Sustainable development issues 81.3.4. Agrifood issues 91.3.5. Issues concerning environmental technology and environmental management 111.3.6. Issues of transitioning to sustainability 131.4. Conclusion 17Chapter 2. The Political Potential of Environmental Issues 192.1. The regulatory categories of political life 192.1.1. Political philosophy approaches 192.1.2. Political science approaches 212.1.3. Educational approaches 222.2. The regulatory categories of political life in situations involving environmental and development issues 242.2.1. Environmental literacy 242.2.2. Ecological citizenship 262.2.3. Environmental deliberation 312.2.4. Environmental collective action 352.3. Conclusion 37Chapter 3. Political Learning and Socialization in Teaching Environmental Issues 393.1. Educational purposes and projects: sociological, pedagogical and didactic approaches 393.1.1. Educational purposes and social functions of school: the sociological approach 393.1.2. Educational purposes and regulation of the teaching and learning process: the pedagogy of learning approach 403.1.3. Educational purposes and effectiveness of teaching and learning: the curricular didactic approach 413.1.4. Educational purposes of socialization 413.2. Evolution of the contributions of didactic research for the educational purposes of socialization 443.2.1. Sciences education and disciplinary cognitive socialization 443.2.2. Education for scientific uncertainty and critical cognitive socialization 453.2.3. Eco-citizenship education and political socialization 463.2.4. Education for sustainable development (ESD) and democratic socialization 463.3. Teaching of environmental and development issues and political learning: integrating socialization purposes 473.3.1. Ecoliteracy learning 493.3.2. Deliberative learning 513.3.3. Learning through social roles in a community of eco-citizens and political socialization 533.3.4. Learning in collective educational action regimes 553.4. Conclusion 57Chapter 4. Methodological Considerations 594.1. Case study methodology 594.2. Selection of case studies 604.2.1. UNESCO's "Education for Sustainable Development Goals": a prototype case in non-formal education 604.2.2. EDIs in the Tunisian curriculum: a representative case in formal education 614.3. Defining the analytical criteria 634.3.1. Criteria of the documentary analysis for selecting EDIs in prescribed curricula in Tunisia 634.3.2. Criteria for analyzing the political trend 644.3.3. Criteria for analyzing the political potential of EDIs 654.3.4. Criteria for the analysis of potentialities for socialization in terms of political learning 674.4. Procedure for data collection and analysis 694.4.1. Thematic content analysis 704.4.2. Direct observation 744.4.3. Interviews 764.5. Defining the research quality criteria 774.5.1. Strategies for increasing internal validity 784.5.2. Techniques to ensure reliability 79Chapter 5. The Political within "Education for Sustainable Development Goals" 815.1. Analysis of the Sustainable Development Goals (SDGs) 2030 815.1.1. The political/anti-political trend 815.1.2. Political potential 835.1.3. Conclusion 855.2. Analysis of the content of "Education for SDGs" 865.2.1. The political/anti-political trend 865.2.2. Political potential 885.2.3. The potentialities for socialization in terms of political learning 895.2.4. Conclusion 91Chapter 6. The Political within the Tunisian Curriculum 936.1. Secondary school curriculum analysis 936.1.1. The prescribed curriculum 936.1.2. Potential curriculum 976.1.3. The produced curriculum 1006.2. Analysis of the undergraduate curriculum: the bachelor's degree in environmental protection 1046.2.1. Prescribed curriculum 1046.2.2. The produced curriculum 111Conclusion 117Appendices 129Appendix 1. Interviews: Guides and Help Lists 131Appendix 2. Report on Political Elements in the SDG 2030 Agenda and in the Contents of "Education for 2030 SDGs" 137Appendix 3. Report on political elements in the Tunisian Curriculum 147Glossary 177References 183Index 199

O autorze

Melki Slimani holds a PhD in Education Sciences from the University of Montpellier, France, and the University of Tunis, Tunisia. He teaches Educational Sciences at the Higher Institute of Applied Studies in Humanities (ISEAH) Sbeitla, University of Kairouan, Tunisia.