Abstract
How can we foster the relevance and significance of education in the context of our troubled world? How can we enhance the fundamental role of education in our personal and social emancipatory process as well as its contribution to build a sense of hope? Environmental education offers essential keys to respond to these questions. Its ontogenic dimension allows for the construction of an ecological identity, related to issues of belonging and meaning. Its political dimension leads to the development of ecocitizenship, as an informed, conscious, democratic, and involved form of citizenship, where the City is conceived as the oïkos, the home of all living beings and life systems in our shared world. In relation to the necessary integration of environmental education in the school curriculum, teacher education appears as a key element in offering children and youths the possibility of dreaming and constructing their world. This chapter suggests some guidelines for preservice teacher education programmes that would enhance teachers’ socio-ecological concern and pedagogical competency so as to anchor students’ learning in the realities of their oïkos, foster the construction of a critical vision of the current and upcoming world, and increase their capabilities in regard to ecocitizen action.
Résumé
Comment promouvoir la pertinence de l’éducation dans le contexte actuel de notre monde en multiples tensions? Comment pouvons-nous renforcer le rôle fondamental de l’éducation dans notre processus d’émancipation personnelle et sociale, et souligner sa contribution au développement d’un sentiment d’espoir? L’éducation relative à l’environnement offre des éléments de réponse incontournables à ces questions. Sa dimension ontogénique permet la construction d’une identité écologique, liée à des enjeux d’appartenance et de signification. Sa dimension politique mène au développement d’une écocitoyenneté, soit une citoyenneté informée, consciente, bienveillante, démocratique et engagée, où la Cité est conçue comme l’oïkos, ce lieu où cohabitent tous les êtres et les systèmes vivants de notre monde partagé. Afin de favoriser une intégration adéquate de l’éducation relative à l’environnement dans le curriculum scolaire, la formation des enseignants apparaît essentielle: il s’agit d’un élément clé pour offrir aux enfants et aux jeunes la possibilité de s’engager dans la construction de leur monde. Ce chapitre propose quelques lignes directrices pour les programmes de formation des enseignants, susceptibles de favoriser chez eux une plus grande sensibilité socio-écologique et une meilleure compétence pédagogique: il s’agit d’ancrer l’apprentissage des élèves et des étudiants dans la réalité de leur oïkos, afin de promouvoir la construction d’une vision critique du monde actuel et futur, et d’accroitre leurs capacités d’action en matière d’écocitoyenneté.
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Notes
- 1.
Centr’ERE in Université du Québec à Montréal: https://centrere.uqam.ca/
- 2.
- 3.
As in Heidegger (1962)
- 4.
- 5.
Following Mitchell Tomashow’s (1996) proposal
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- 7.
Health and well-being; personal and career planning; media literacy; citizenship and community life; environmental awareness; consumersʼ rights and responsibilities: these areas have strong relations between them that can foster significant integration.
- 8.
For example, https://etudier.uqam.ca/cours?sigle=DDD3513
- 9.
For example, the Montréal school board initiative: http://csdm.ca/csdm/environnement/ecoles-engagees/
- 10.
For example, the Réseau des Écoles Vertes Brundtland de la Centrale des syndicats du Québec: http://www.evb.lacsq.org/
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Of course, the lists presented here are incomplete. The idea is to underline some main avenues that could help design teacher education programmes.
- 12.
Sauvé et al. (2001) developed a guide for in-service professional development in environmental education for K–12 teachers, based on reflexive experience and co-learning.
- 13.
At Université du Québec à Montréal, a postgraduate programme is offered since 1996, aiming at professional development in the field of environmental education, for all types of educators, teachers, trainers, animators, communicators, and programme managers: http://ere.uqam.ca/
- 14.
- 15.
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Sauvé, L. (2019). Transversality, Diversity, Criticality, and Activism: Enhancing E(S)E in Teacher Education. In: Karrow, D., DiGiuseppe, M. (eds) Environmental and Sustainability Education in Teacher Education. International Explorations in Outdoor and Environmental Education. Springer, Cham. https://doi.org/10.1007/978-3-030-25016-4_4
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