Using Normative Case Studies to Examine Ethical Dilemmas for Educators in an Ecological Crisis

Autor/inn/en	Gurr, Sarah K.; Forster, Daniella J.
Titel	Using Normative Case Studies to Examine Ethical Dilemmas for Educators in an Ecological Crisis
Quelle	In: Educational Philosophy and Theory, 55 (2023) 10, S.1121-1136 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2023.2169128
Schlagwörter	Ethics; Ecology; Environmental Education; Sustainability; World Views; Climate; Case Studies; Neoliberalism; Barriers; Correlation; Fuels; Mining; Corporations; Teacher Educators; Interdisciplinary Approach; Teaching Methods; School Community Relationship; Teacher Education Programs; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Ethik; Ökologie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltigkeit; World view; Weltanschauung; Klima; Case study; Fallstudie; Case Study; Neo-liberalism; Neoliberalismus; Korrelation; Treibstoff; Abbau; Unternehmen; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Australien
Abstract	Environmental and sustainability initiatives seek to respond to the challenges of ecological crises and ongoing environmental degradation by supporting students to develop knowledge and dispositions to respond to the challenges of and live in a climate changed world. However, these initiatives are often marginalised in curriculum and hamstrung by inherent tensions such as which worldviews should be prioritised, the incommensurability of some global and local values, and the pursuit of environmental needs in the age of neoliberalism. These challenges become more complex when considering contextual stakeholders. In this paper we focus on the ethical dilemmas associated with environmental and sustainability education in a coal town where mining company sponsorship heralds mixed community response. In doing so, we unpack the contextual and philosophical complexities which create the crucial conditions for a viable normative case study--genuine uncertainty about issues not yet at tipping point, differences of reasonable perspectives and recognisable local concerns. We argue that teacher educators, particularly those with interdisciplinary philosophical insight should look to their local contexts for pressing ethical issues and engage in the development and field testing of their own normative case studies. We make the case that the process behind developing a normative case study involves insight into the relationships between educational ethics, policy, context, and divergent community perspectives. We argue that pedagogy using normative case study to navigate these elements has the potential to develop world-reading teacher deliberation which surpasses proceduralist approaches in teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01