Name: Empowering Teachers Through Environmental and Sustainability Education (en Inglés)
Price: 166350.00 CLP
Availability: InStock
Author: Melissa Barnes; Deborah Moore; Sylvia Christine Almeida
ISBN: 9780367370398

portada Empowering Teachers Through Environmental and Sustainability Education (en Inglés)

Formato

Libro Físico

Editorial

Routledge

Autor

Melissa Barnes; Deborah Moore; Sylvia Christine Almeida

Idioma

Inglés

N° páginas

188

Encuadernación

Tapa Dura

ISBN13

9780367370398

N° edición

Empowering Teachers Through Environmental and Sustainability Education (en Inglés)

Melissa Barnes; Deborah Moore; Sylvia Christine Almeida (Autor) · Routledge · Tapa Dura

Libro Nuevo

$ 166.350

$ 231.040

Ahorras: $ 64.690

28% descuento

Envío normal

Origen: Estados Unidos (Costos de importación incluídos en el precio)

Se enviará desde nuestra bodega entre el Viernes 19 de Julio y el Viernes 02 de Agosto.

Lo recibirás en cualquier lugar de Chile entre 1 y 3 días hábiles luego del envío.

Reseña del libro "Empowering Teachers Through Environmental and Sustainability Education (en Inglés)"

Empowering Teachers through Environmental and Sustainability Education draws inspiration from an empirical study exploring early career teachers' attempts at enacting Environmental and Sustainability Education (ESE) in their everyday teaching practices. It showcases how a confluence of personal, professional and environmental identities supports implementation of ESE. Additionally, this book discusses key concepts and issues surrounding ESE and the ways in which teachers may claim agency and power to create change in their classroom practices. Drawing from theoretical perspectives, such as Bourdieu's 'thinking tools' habitus and capital, theories of identity, and Foucault's concept of power and knowledge relations, this book explores how teachers negotiate policies, curriculum and institutional norms to further theoretical and practical understanding of ESE. The use of personal narratives offers new insights into teachers' agency in creating localised yet powerful change through small and meaningful actions. The purpose of this book, therefore, is to explore ways in which meaningful change can be made in educational settings through these small agentive and yet empowering steps. This book reveals that teachers can enact agency and navigate the power structures that exist within educational settings in order to make ESE meaningful within their classrooms.