Academic Journal
Politicizing the learning of Sustainable Development Goals through drama performances and agonistic debates: a teacher training experience from the perspective of radical democracy
| العنوان: | Politicizing the learning of Sustainable Development Goals through drama performances and agonistic debates: a teacher training experience from the perspective of radical democracy |
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| المؤلفون: | García Puchades, Wenceslao, Martos García, Daniel |
| المصدر: | García Puchades, Wenceslao Martos García, Daniel 2022 Politicizing the learning of Sustainable Development Goals through drama performances and agonistic debates: a teacher training experience from the perspective of radical democracy Environmental Education Research 11 28 1656 1671 |
| سنة النشر: | 2024 |
| المجموعة: | Universitat de València: Roderic - Repositorio de contenido libre |
| مصطلحات موضوعية: | professors, educació física, autonomia (psicologia), política |
| الوصف: | Based on empirical evidence, this research aimed to offer a methodical approach to politicizing the apprenticeship of the Sustainable Development Goals (SDGs) through drama performances and agonistic debates from the perspective of the theory of radical democracy. A case study was carried out during an academic year in Physical Education Teaching Education (PETE). The analysis of the data obtained from the students (N = 45) and teacher's journal showed evidence that this teaching proposal politicized the learning of SDGs since it allowed students to: (1) interpret SDGs as a conflictive and plural space; (2) read the SDGs in terms of 'left' and 'right' politics, (3) mobilize their political emotions; (4) explore the power relations implicit in the conflicts associated with SDGs; and (5) participate in collective decision-making processes. The text concludes by proposing some teaching strategies for politicizing the learning of SDGs. |
| نوع الوثيقة: | article in journal/newspaper |
| وصف الملف: | application/pdf |
| اللغة: | English |
| تدمد: | 1350-4622 |
| Relation: | Environmental Education Research, 2022, vol. 11, num. 28, p. 1656-1671; https://hdl.handle.net/10550/93048; 158200 |
| DOI: | 10.1080/13504622.2022.2085248 |
| الاتاحة: | https://hdl.handle.net/10550/93048 https://doi.org/10.1080/13504622.2022.2085248 |
| Rights: | open access |
| رقم الانضمام: | edsbas.A6C3EFC9 |
| قاعدة البيانات: | BASE |
| تدمد: | 13504622 |
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| DOI: | 10.1080/13504622.2022.2085248 |