Оглавление
Melki Slimani. Towards a Political Education Through Environmental Issues
Table of Contents
List of Illustrations
List of Tables
Guide
Pages
Towards a Political Education Through Environmental Issues
Foreword. Laying Down the Principles of Intentional Political Curricula for the Anthropocene World
Introduction
1. The Political Trend in Environmental Issues. 1.1. Politics, the political and depoliticization
1.2. The political and the anti-political
1.3. Environmental and development issues (EDIs) between the political and anti-political or politics and depoliticization: what are the trends? 1.3.1. Issues of environmental politics and environmental change
1.3.1.1. Environmental justice: a category which cuts across environmental politics
1.3.1.2. A risk of depoliticization
1.3.2. Environmental ethical issues
1.3.2.1. Environmental ethics: a democratic deliberation rich in political teachings
1.3.2.2. A risk of political impoverishment
1.3.3. Sustainable development issues
1.3.4. Agrifood issues
1.3.4.1. Food literacy
1.3.4.2. Food democracy
1.3.5. Issues concerning environmental technology and environmental management
1.3.6. Issues of transitioning to sustainability
1.3.6.1. Approaches to transition research
1.3.6.2. Power relations in transitions
1.3.6.3. The trend of depoliticization in transition issues
1.4. Conclusion
2. The Political Potential of Environmental Issues. 2.1. The regulatory categories of political life
2.1.1. Political philosophy approaches
2.1.2. Political science approaches
2.1.3. Educational approaches. 2.1.3.1. Education and democracy
2.1.3.2. The approach of education for political science
2.2. The regulatory categories of political life in situations involving environmental and development issues. 2.2.1. Environmental literacy
2.2.1.1. Elementary environmental literacy
2.2.1.2. Functional environmental literacy
2.2.1.3. Operational environmental literacy
2.2.2. Ecological citizenship
2.2.2.1. Liberal environmental citizenship
2.2.2.2. Republican ecological citizenship
2.2.2.3. Post-cosmopolitan ecological citizenship
2.2.2.4. Radical democratic ecological citizenship (agonistic)
2.2.3. Environmental deliberation
2.2.3.1. Environmental technocracy
2.2.3.2. Ecological deliberation
2.2.3.3. Embodied disagreement
2.2.4. Environmental collective action
2.2.4.1. Environmental collective action of an intermediate group
2.2.4.2. Environmental collective action of a latent group
2.3. Conclusion
3. Political Learning and Socialization in Teaching Environmental Issues1. 3.1. Educational purposes and projects: sociological, pedagogical and didactic approaches. 3.1.1. Educational purposes and social functions of school: the sociological approach
3.1.2. Educational purposes and regulation of the teaching and learning process: the pedagogy of learning approach
3.1.3. Educational purposes and effectiveness of teaching and learning: the curricular didactic approach
3.1.4. Educational purposes of socialization
3.2. Evolution of the contributions of didactic research for the educational purposes of socialization. 3.2.1. Sciences education and disciplinary cognitive socialization
3.2.2. Education for scientific uncertainty and critical cognitive socialization
3.2.3. Eco-citizenship education and political socialization
3.2.4. Education for sustainable development (ESD) and democratic socialization
3.3. Teaching of environmental and development issues and political learning: integrating socialization purposes
3.3.1. Ecoliteracy learning
3.3.1.1. Technical ecoliteracy learning
3.3.1.2. Cultural ecoliteracy learning
3.3.1.3. Critical ecoliteracy learning
3.3.2. Deliberative learning
3.3.2.1. Normative deliberative learning
3.3.2.2. Consensual deliberative learning
3.3.2.3. Conflict deliberative learning
3.3.3. Learning through social roles in a community of eco-citizens and political socialization
3.3.3.1. Adaptive citizenship learning
3.3.3.2. Individualistic citizenship learning
3.3.3.3. Critical democratic citizenship learning
3.3.4. Learning in collective educational action regimes
3.3.4.1. Learning in an intermediate collective action regime
3.3.4.2. Learning in a maximalist action regime
3.4. Conclusion
4. Methodological Considerations. 4.1. Case study methodology
4.2. Selection of case studies. 4.2.1. UNESCO’s “Education for Sustainable Development Goals”: a prototype case in non-formal education. 4.2.1.1. Justification of the choice of case study
4.2.1.2. Presentation of the institutional context
4.2.2. EDIs in the Tunisian curriculum: a representative case in formal education. 4.2.2.1. Justification for the choice of case study
4.2.2.2. Presentation of the institutional context
4.3. Defining the analytical criteria
4.3.1. Criteria of the documentary analysis for selecting EDIs in prescribed curricula in Tunisia
4.3.2. Criteria for analyzing the political trend
4.3.3. Criteria for analyzing the political potential of EDIs
4.3.4. Criteria for the analysis of potentialities for socialization in terms of political learning
4.4. Procedure for data collection and analysis
4.4.1. Thematic content analysis
4.4.1.1. Thematic content analysis for identifying EDIs
4.4.1.2. Thematic content analysis to identify the structuring of the political in non-formal education and in formal education
4.4.2. Direct observation
4.4.3. Interviews
4.5. Defining the research quality criteria
4.5.1. Strategies for increasing internal validity
4.5.2. Techniques to ensure reliability
5. The Political within “Education for Sustainable Development Goals”1. 5.1. Analysis of the Sustainable Development Goals (SDGs) 2030. 5.1.1. The political/anti-political trend
5.1.2. Political potential
5.1.3. Conclusion
5.2. Analysis of the content of “Education for SDGs” 5.2.1. The political/anti-political trend
5.2.2. Political potential
5.2.3. The potentialities for socialization in terms of political learning
5.2.4. Conclusion
6. The Political within the Tunisian Curriculum1. 6.1. Secondary school curriculum analysis
6.1.1. The prescribed curriculum. 6.1.1.1. The political/anti-political trend
6.1.1.2. Political potential
6.1.1.3. Political learning and the potential for socialization
6.1.1.4. Conclusion
6.1.2. Potential curriculum. 6.1.2.1. The political/anti-political trend
6.1.2.2. Political potential
6.1.2.3. Political learning and the potential for socialization
6.1.2.4. Conclusion
6.1.3. The produced curriculum. 6.1.3.1. The political/anti-political trend
6.1.3.2. Political potential
6.1.3.3. Political learning and the potential for socialization
6.1.3.4. Conclusion
6.2. Analysis of the undergraduate curriculum: the bachelor’s degree in environmental protection. 6.2.1. Prescribed curriculum. 6.2.1.1. 2009 requirements. 6.2.1.1.1. The political/anti-political trend
6.2.1.1.2. Political potential
6.2.1.1.3. Political learning and the potentialities for socialization
6.2.1.1.4 Conclusion
6.2.1.2. 2015 prescribed curricula. 6.2.1.2.1. The political/anti-political trend
6.2.1.2.2. Political potential
6.2.1.2.3. Political learning and the potentialities for socialization
6.2.1.2.4 Conclusion
6.2.2. The produced curriculum. 6.2.2.1. The political/anti-political trend
6.2.2.2. Political potential
6.2.2.3. Political Learning and the potential for socialization
6.2.2.4. Conclusion
Conclusion
C.1. The “micro” level of the political/anti-political trend of EDIs
C.2. The “meso” level of the political potential of EDIs
C.3. The “macro” level of political learning in educational situations involving EDIs
C.4. The political/anti-political trend and political potential of EDIs in the texts of the UN 2030 SDGs and the UNESCO “Education for SDGs 2030”
C.5. The political/anti-political trend and political potential of EDIs between the prescribed curriculum, the potential curriculum and the produced secondary school curriculum
C.6. The political/anti-political trend and political potential of EDIs between the 2009 prescribed university programs, the 2015 prescribed university programs and the produced curriculum for the environmental protection degree program
C.7. The political potential and the potentialities for socialization in terms of political learning between the prescribed curriculum, the potential curriculum and the produced secondary school curriculum
C.8. The political potential and the potentialities for socialization in terms of political learning between the 2009 university prescribed curricula, the 2015 prescribed curricula and the produced curriculum from the environmental protection degree
Appendix 1. Interviews: Guides and Help Lists
Appendix 2. Report on Political Elements in the SDG 2030 Agenda and in the Contents of “Education for 2030 SDGs”
Appendix 3. Report on political elements in the Tunisian Curriculum
Glossary
References
Index. A, C, D
E, F, G
H, I, J
K, L, M
N, O, P
Q, R, S
T, U, V
2020
2019
2018
2015
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