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Ecocritical Perspectives in Teacher Education.
・ISBN 978-90-04-39985-3 hard EUR 133.00
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・ISBN 978-90-04-53278-6 paper EUR 55.00
￥14,701.- (税込) ※（※）価格はご注文時の参考価格となります。
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お気に入り
★★★
電子版あり 大学・学術機関向け電子ブック（eBook）ISBN 978-90-04-53279-3
| 著者・編者 | Lupinacci, John / Happel-Parkins, A. et al. (eds.), |
|---|---|
| シリーズ | Constructing Knowledge: Curriculum Studies in Action |
| 出版社 | (Brill, NE) |
| 出版年月 | 2022.10 |
| ページ数 | 252 pp. |
| 言語 | ENG |
| ニュース番号 | ＜688-1189＞ |
解説
In Ecocritical Perspectives in Teacher Education, the editors share a collection of chapters from diverse critical scholars in teacher education.
Teachers, and their students, are faced with demands that require teacher educators to work toward better preparing them to teach in a changed world-a world where diversity, human rights, sustainability, and democracy must be paramount. This text calls together teacher educators who address the complex ways that social and environmental injustices-like racism, sexism, classism, ableism, and speciesism-weave together to produce dangerous conditions for all life. The volume shares with readers a glimpse into alternatives possible for teaching that are situational, local, and in support of social justice and sustainability.
Contributors are: Marissa E. Bellino, Melissa Bradford, Greer Burroughs, Nataly Chesky, Brandon Edwards-Schuth, Alison Happel-Parkins, Kevin Holohan, Agnes C. Krynski, John Lupinacci, Emilia Maertens, Rebecca Martusewicz, Emma McMain, Michio Okamura, Clayton Pierce, Meneka Repka, Graham B. Slater, Silvia Patricia Solis, JT Torres, Rita Turner, Robert G. Unzueta and Mark Wolfmeyer.
Teachers, and their students, are faced with demands that require teacher educators to work toward better preparing them to teach in a changed world-a world where diversity, human rights, sustainability, and democracy must be paramount. This text calls together teacher educators who address the complex ways that social and environmental injustices-like racism, sexism, classism, ableism, and speciesism-weave together to produce dangerous conditions for all life. The volume shares with readers a glimpse into alternatives possible for teaching that are situational, local, and in support of social justice and sustainability.
Contributors are: Marissa E. Bellino, Melissa Bradford, Greer Burroughs, Nataly Chesky, Brandon Edwards-Schuth, Alison Happel-Parkins, Kevin Holohan, Agnes C. Krynski, John Lupinacci, Emilia Maertens, Rebecca Martusewicz, Emma McMain, Michio Okamura, Clayton Pierce, Meneka Repka, Graham B. Slater, Silvia Patricia Solis, JT Torres, Rita Turner, Robert G. Unzueta and Mark Wolfmeyer.