River advocacy as a case of/for novelizing discourse in science education

M.W. Eijck, van

    Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

    Abstract

    Tina Williams Pagan addresses stream studies that environmental educators commonly use to develop their students’ and river advocates’ understanding of the interrelationships of the natural world. She provides these individuals with an authentic context for investigating problems associated with resources. Her critique focuses on educators’ aim of collecting and analyzing numerical water-quality data, which reduces the complexity of a river to the degree that it limits how students relate to and understand biological systems. She suggests that we shift toward river advocacy as an overarching aim of reform involving stream-based activities. Accordingly, curricula should be designed in ways which enable students to identify and associate with attributes of the river that speak to them and educators should help students connect with rivers to identify injustices and analyze their underlying assumptions regarding river rights.
    Original languageEnglish
    Title of host publicationCultural studies and environmentalism : the confluence of ecojustice, place-based (science) education, and indigenous knowledge systems
    EditorsD.L. Tippins, M.P. Mueller, M.W. Eijck, van, J.D. Adams
    Place of PublicationDordrecht
    PublisherSpringer
    Pages281-286
    ISBN (Print)978-90-481-3928-6
    DOIs
    Publication statusPublished - 2010

    Publication series

    NameCultural studies of science education
    Volume3
    ISSN (Print)1871-1502

    Fingerprint Dive into the research topics of 'River advocacy as a case of/for novelizing discourse in science education'. Together they form a unique fingerprint.

    Cite this