Review of Teaching in the Anthropocene: Education in the face of the environmental crisis

Autores

  • Carrie Karsgaard Arizona State University
  • Ann Nielsen Arizona State University
  • Dilraba Anayatova Arizona State University
  • Iveta Silova Arizona State University

DOI:

https://doi.org/10.14507/er.v30.3685

Biografia do Autor

Carrie Karsgaard, Arizona State University

Carrie Karsgaard is a Postdoctoral Fellow at Mary Lou Fulton Teachers College, funded by Canada’s Social Sciences and Humanities Research Council. Her research addresses the links between epistemic, social, and environmental justice in formal and informal education.

Ann Nielsen, Arizona State University

Ann Nielsen is the Director of the Office of Global Engagement in Mary Lou Fulton Teachers College at Arizona State University. Her research explores the subjectivities of teachers, educator leadership and school level change. Her recent research has begun to explore teacher perspectives of education for sustainability in the context of the Anthropocene.

Dilraba Anayatova, Arizona State University

Dilraba Anayatova is a Ph.D. student in the Educational Policy and Evaluation Program at Mary Lou Fulton Teachers College, Arizona State University. Dilraba is interested in rural education and its intersection with environmental education in and outside classrooms in Kazakhstan.

Iveta Silova, Arizona State University

Iveta Silova is Professor and Associate Dean of Global Engagement at Mary Lou Fulton Teachers College at Arizona State University. Her research explores the intersections of postsocialist, decolonial, and ecofeminist perspectives in envisioning education beyond the Western horizon. Her recent research has focused on environmental sustainability.

Referências

Bang, M., Marin, A., Wemigwase, S., Nayak, P., & Nxumalo, F. (2022). Undoing human supremacy and white supremacy to transform relationships: An interview with Megan Bang and Ananda Marin. Curriculum Inquiry, 52(2), 150–161. https://doi.org/10.1080/03626784.2022.2052635

Davis, H., & Todd, Z. (2017). On the Importance of a Date, or, Decolonizing the Anthropocene. ACME: An International Journal for Critical Geographies, 16(4), Article 4.

Nxumalo, F., & ross, k. m. (2019). Envisioning Black space in environmental education for young children. Race Ethnicity and Education, 22(4), 502-524. https://doi.org/10.1080/13613324.2019.1592837

Truth and Reconciliation Commission of Canada. (2012). Truth and Reconciliation Commission’s Calls to Action. https://crc-canada.org/wp-content/uploads/2016/03/trc-calls-to-action-english.pdf

Tuck, E., McKenzie, M., & McCoy, K. (2014). Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research. Environmental Education Research, 20(1), 1–23. https://doi.org/10.1080/13504622.2013.877708

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Publicado

2023-03-22

Como Citar

Karsgaard, C., Nielsen, A., Anayatova, D., & Silova, I. (2023). Review of Teaching in the Anthropocene: Education in the face of the environmental crisis. Resenhas Educativas/ANPEd, 30. https://doi.org/10.14507/er.v30.3685

Edição

v. 30 (2023)

Seção

Resenhas de livros

Licença

Copyright (c) 2023 Carrie Karsgaard, Ann Nielsen, Dilraba Anayatova, Iveta Silova

Creative Commons License
Este trabalho está licenciado sob uma licença Creative Commons Attribution-ShareAlike 4.0 International License.

 

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