access to sustainability education in civics classes in lebanon: teacher choices and influential...
TRANSCRIPT
Access to Sustainability Education in Civics Classes in Lebanon: Teacher Choices and Influential Factors
Maria Ghosn-Chelala & Bassel Akar
Notre Dame University – Louaize, Lebanon
A vision of a new education
…in response to unsustainable practices
new curricula and orientation (UNESCO, 2009).
the natural environment is a vulnerable component of society and requires the “urgent need for thoughtful and articulate individuals” (Seatter, 2011, p. 22).
Areas affected by armed-conflict typically face challenges to meet minimum standards for living and education (e.g. Quaynor, 2012; Tawil & Harley, 2004)
In Lebanon…
“You Stink” Campaign
Investigating Education in Lebanon
No evidence on learning about the natural environment
Classroom pedagogies mostly aim at ensuring ability to recite information for exams (e.g. Akar, 2014; Shuayb, 2007; UNDP, MEHE, & CDR, 2008)
Research Objectives
Focusing on the civics program in the Lebanese National Curriculum
4 civics teachers
active citizenship for integrating environmental sustainability in classrooms
factors that influence teachers’ EfES integration choices
Education for Environmental Sustainability (EfES)
“Sustainable, pro-environmental thinking and action” (Seatter, 2011, p. 24)
Requires dialogues, participatory and collaborative learning, critical thinking, problem-based learning, and direct engagement with the community (UNESCO, 2014)
Active Citizenship for Environmental Sustainability (ACES)
Sustainability education = type of ideal citizenship (Seatter, 2011)
AC = democratic, collaborative and proactive way of living and participating in society.
Three main indicators of learning ACES:
(1) collaboration,
(2) dialogue
(3) active participation
Typical Barriers to EfES
Loaded curriculum (Rowe, 2007)
Not prevalent in textbooks (Rowe, 2007)
Uncommon in accreditation systems and whole-school practices (Wakefield, 2003)
Still elusive (Buckler, Creech, & UNESCO, 2014)
Barriers to EfES in Lebanon
Primary focus on didactic learning for exams (Akar, 2014; Shuayb, 2007; UNDP, MEHE, & CDR, 2008).
Lack of government policy [support]
Lack of student practice (UNDP et al., 2008)
1997 curriculum
One hour per week
Prescriptive and loaded curriculum
Background: Civics & EfES in the Lebanese Curriculum
Although the 9 main aims of the civics curriculum(dialogue & conflict resolution, work ethics, equality…) do not make reference to the natural environment
The curriculum prescribes a number of lessons which show a value for preserving and protecting the environment
These lessons are covered if the instructor chooses to include them
Research Method
In-depth semi-structured interviews
45 minutes to one hour
8-35 years teaching experience
4 private schools (2 Catholic, 2 Laic)
Transcribed from Arabic to English
Background, topics they teach, and approaches to teaching environment-related topics
Findings: Learning Activities, Concerns, and Teacher Choices in EfES in the Civics Classroom
Pollution, recycling, drinking-water conservation
“Assigned but informed” (Hart, 1992)
High level of value towards EfES
Integration choices depended on time, curriculum & the official exams, and support.
Prepared own resources and materials with little or no support/training in the area of EfES.
Findings: Support and Barriers in Access to Learning for EfES
Limited timetable perceived by teachers
EfES is not in official exams
Environmental issues are partly covered in other subjects such as geography
No reason to teach environmental sustainability
Dominant didactic traditions of teaching
Findings: Sustainability of Learning for EfES
Little or no teacher training in EfES.
Collaboration with private organisations fell through
Teacher may leave or be assigned to a different class
Lack of continuity at home
Conclusions
Findings indicate that access to sustainable and effective EfES is either limited or absent
Educational landscape does not support sustainable learning for EfES
Looking forward
Curriculum review – education must evolve – changing world
Teacher training can support modelling appropriate behaviours and facilitate collaboration, dialogue, and active participation.
Citizenship education to empower students – action, solutions
Thank you
Maria Ghosn-Chelala
Bassel Akar