Making the hidden curriculum visible: sustainability literacy in higher education
Making the hidden curriculum visible: sustainability literacy in higher education
复制标题
让隐藏课程变得可见：高等教育中的可持续素养
DOI：
10.1080/13504622.2012.670207
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发表时间：
2012
影响因子：
3.2
通讯作者：
Debby R. E. Cotton
中科院分区：
文献类型：
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作者：
J. Winter;Debby R. E. Cotton
尽管在英国毕业生中发展可持续性素养得到了强有力的政治支持，但将可持续性纳入高等教育课程却遭到了普遍的漠视，在某些情况下，还遭到了积极的抵制。然而，在正规课程之外，也存在让学生参与可持续发展学习的机会。先前的研究强调了大学校园在体验式、基于地点的可持续性学习方面的潜力。这被定义为“非正式”课程，包括课外活动和学生项目，将庄园和运营与正式学习联系起来。然而，所谓的“隐性课程”（大学通过制度环境和价值观传递的关于可持续性的隐性信息）对学生学习和行为的潜在影响被忽视了。本文报道了一个小规模的研究项目，该项目利用现象学的方法来探索学生对一所领先的可持续发展大学的“隐性可持续发展课程”的看法。研究结果表明，帮助学生解构隐性校园课程可以提高可持续性素养；培养学生对可持续发展的理解，为可持续发展问题创造解决方案，围绕校园可持续发展进行评估性对话，并进行自我反思，这可能是变革性的，并转化为亲环境的行为改变。这项研究可应用于其他领域。
Despite strong political support for the development of sustainability literacy amongst the UK graduates, embedding sustainability in the higher education curriculum has met with widespread indifference, and in some cases, active resistance. However, opportunities exist beyond the formal curriculum for engaging students in learning about sustainability. Previous research has highlighted the potential of the university campus for experiential, place-based learning about and for sustainability. This has been conceptualised as the ‘informal’ curriculum, consisting of extra-curricular activities and student projects linking estates and operations to formal study. However, the impact of the so-called ‘hidden curriculum’ (the implicit messages a university sends about sustainability through the institutional environment and values) has been overlooked as a potential influence on student learning and behaviour. This article reports on a small-scale research project which utilised a phenomenographic approach to explore students’ perceptions of the ‘hidden sustainability curriculum’ at a leading sustainability university. The findings suggest that helping students deconstruct the hidden campus curriculum may enhance aspects of sustainability literacy; developing students’ understanding about sustainability and creating solutions to sustainability issues, enabling evaluative dialogue around campus sustainability and also self-reflection, which could be transformative and translate into pro-environmental behaviour change. This research is transferable to other contexts.
联合国可持续发展教育十年
DOI：
--
发表时间：
2006
期刊：
学術の動向(日本学術会議) 第11巻4号
影响因子：
--
作者：
佐藤真久;阿部治;マイケル・アッチア;平賀正子;小山亘;野田研一;鳥飼 玖美子;阿部 治;鳥飼玖美子(単著);阿部治(単著);阿部治・佐藤あかね(共著);阿部治・佐藤真久(共著);小山亘(単著);小山亘・永井那和. (編訳)(共著);小山亘・永井那和. (編訳)(共著);小山亘・永井那和. (編訳)(共著);久米昭元(単著);鳥飼 玖美子;小山 亘(編集・翻訳・解説);久米昭元;小山亘;鳥飼玖美子(単著);鳥飼玖美子(単著);阿部治(単著)
通讯作者：
阿部治(単著)