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Curricular Framing of an Environmental Contamination Curriculum: Power, Positionality, and Intention
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Curricular Framing of an Environmental Contamination Curriculum: Power, Positionality, and Intention. |
| 개인저자 | Knox, Corey J. |
| 단체저자명 | The University of Arizona. Teaching & Teacher Education. |
| 발행사항 | [S.l.]: The University of Arizona., 2018. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2018. |
| 형태사항 | 190 p. |
| 기본자료 저록 | Dissertation Abstracts International 79-11A(E). Dissertation Abstract International |
| ISBN | 9780438095953 |
| 학위논문주기 | Thesis (Ph.D.)--The University of Arizona, 2018. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Adviser: Sara Tolbert. |
| 이용제한사항 | This item is not available from ProQuest Dissertations & Theses. |
| 요약 | The ability to critically analyze, understand, and take action on environmental issues in one's community and to contribute to larger regional and global solutions, is a responsibility that should be accepted as central to K-12 education, most e |
| 요약 | This research analyzes a locally developed multidisciplinary secondary high school curriculum entitled, "The TCE contamination and cleanup curriculum." This research begins with a content analysis that focuses on how environmental justice is def |
| 요약 | This study sheds light on how critical local environmental issues become embedded in formal education, foregrounding themes of environmental justice, power, student empowerment, and community environmental knowledge. It also seeks to illuminate |
| 일반주제명 | Environmental education. Curriculum development. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
