Developing Culturally Responsive Teaching Through Learner-Centered Teaching During Content and Field Immersions
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.
The Journal of Sustainability Education
Burgess, Donald J.; Dowdy, Scheree; and Boyd, Carly, "Developing Culturally Responsive Teaching Through Learner-Centered Teaching During Content and Field Immersions" (2018). Secondary Education. 9.
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