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Archipelagos of learning: environmental education on islands

机译：学习群岛：岛屿环境教育

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This article appreciatively reviews environmental education practice on islands through the lens of four key strands of environmental education discourse: biodiversity, conservation and science-framed education; place-based, indigenized and bioregional education; climate change and disaster risk reduction education; and education for sustainable development. Arising from these strands and their interface, six questions are asked of the examples of island practice reviewed. A final section asks what is distinctive about environmental education on islands and comes up with five principal findings. First, it is observed that environmental education initiatives on islands are markedly eclectic in their rich blending of practice from within the different strands. Second, it is noted that environmental education practice on different islands, especially in the Pacific, is marked by a return to indigenous, community-based learning. Third, the emergence of a distinctive pedagogy is remarked upon, especially the greater weighting given to relational, socio-affective and action-orientated learning. Fourth, the paucity of inter-island cosmopolitan dialogue is noted and questions are asked about how to ensure island learners steeped in learning about place can be brought to connect with the global environmental problematic. Fifth, the frequency of cross-curricular, interdisciplinary, even trans-disciplinary framing of environmental education initiatives is identified as bringing distinctiveness to island practice.
机译：本文通过环境教育话语的四个主要方面的视角，对岛屿上的环境教育实践进行了有益的回顾：生物多样性，自然保护和以科学为框架的教育；地方性，土著和生物区域教育；气候变化和减少灾害风险教育；和可持续发展教育。从这些方面及其界面出发，对所审查的岛屿实践的示例提出了六个问题。最后一部分询问了岛屿环境教育的独特之处，并提出了五个主要发现。首先，可以观察到，岛屿上的环境教育倡议在其来自不同领域的丰富实践融合中非常折衷。其次，要指出的是，在不同岛屿上，特别是在太平洋地区，环境教育实践的特点是恢复了土著，社区学习。第三，特别是教学法的出现，尤其是关系，社会情感和行动导向学习的重视程度更高。第四，注意到岛屿间国际对话的匮乏，并提出了有关如何确保沉迷于地方学习的岛屿学习者能够与全球环境问题联系起来的问题。第五，环境教育倡议的跨学科，跨学科甚至跨学科的框架的频率被确定为岛屿实践带来了独特性。

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