Title

Developing Culturally Responsive Teaching Through Learner-Centered Teaching During Content and Field Immersions

Document Type

Article

Publication Date

1-12-2018

Abstract

If we are to preserve a habitable planet our children need teachers who understand science and ecological principles in relation to critical issues of sustainability and social justice. (Orr, 2004). Yet, in an increasingly urban landscape children often lack the opportunity to explore and learn about the natural environment right outside their classrooms (Louv, 2005; Pyle, 2002). Children growing up in migrant families are no exception. They may live close to the land and have families that work the land intimately but still may not have the opportunity to share and refine their knowledge through exploration of their own schoolyards. In addition, the children’s teachers may be more comfortable teaching inside a classroom than taking their students to the open schoolyard.

Publication Title

The Journal of Sustainability Education

Volume

December 2017

Issue

General

Creative Commons License

Creative Commons Attribution 3.0 License
This work is licensed under a Creative Commons Attribution 3.0 License.

Language

English

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