Volume 18, Issue 3, 2022

Sustainability and Cultural Inclusion: Considering Ontological, Epistemological and Educational Diversity
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(3), e2273,
ABSTRACT: Cultural diversity is important in understanding human-nature relationships and suggesting ways to change them in the face of environmental crises. Therefore, it is important to examine how environmental education (EE) and education for sustainable development (ESD) consider cultural inclusion. The debate between different visions related to humanity, society, nature, the environment, the relationship between humans and the rest of nature, development, growth, etc. opens the spectrum to study cultural inclusion. This editorial briefly overviews how EE and ESD address cultural inclusion. This overview places such a debate as the basis of this special issue (SI) of the Interdisciplinary Journal of Environmental and Science Education (IJESE). Most of the papers in this SI are expanded and peer-reviewed versions of conferences presented at the Sustainable Globe Conference 2021. The papers highlight sustainability problems in different scenarios, propose alternative viewpoints to what sustainability or ESD establish, and use diverse methods for producing knowledge.
Research Article
Interpretation of the Reality in Environmental Education: Identification of Mono-, Multi-, Inter-, Trans-Disciplinary and Inter-Epistemic Experiences
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(3), e2274,
ABSTRACT: The interpretation of reality is relevant to transforming environmental contexts. Environmental education (EE) might contribute to building more complex interpretations of reality. It seems that integrating disciplines is a way to reach complexity in interpreting reality. However, it is not easy for professionals and teachers to achieve such integration. Therefore, this paper aims to illustrate different interpretations of reality through specific educational reports on EE. This work is a qualitative and descriptive study of cases. The units to study are experiences in EE. The cases’ selection depends on whether the document describes an experience or a practical proposal on developing EE. The analysis classifies the experiences as monodisciplinary, multidisciplinary, interdisciplinary, inter-epistemological or transdisciplinary. The results describe three cases per category. The discussion highlights that all the interpretations of reality are valuable and contribute, but a more complex framework probably will lead communities to broader and more profound interpretation and action.
Research Article
Education, Sustainability and Responsibility–Pedagogic Antinomies for Prospective Teachers?
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(3), e2278,
ABSTRACT: Current approaches of education for sustainable development (ESD) focus on the importance of dealing with sustainability values and ethical judgements in sustainability issues. Vare and Scott (2007) distinguish between different understandings of education for sustainable behavior (ESD I) or education for a reflective awareness of the value of sustainability (ESD II) (Singer-Brodowski, 2016; Sippl et al., 2020; Vare & Scott, 2007). It has not been examined in detail yet, how teachers recognize or reflect on the pedagogical and content-related antinomies (Helsper, 2004) of ESD. However, it is important to reflect on the content related pedagogical antinomies of ESD mentally, if this is to be implemented (Laub, 2021a). The present article therefore considers how prospective teachers integrate the concepts of education, sustainability, and responsibility into an idea of ESD argumentative and which antinomies they reflect on. By a qualitative approach, texts of prospective teachers are analyzed and types of argumentation are build (Kuckartz, 2018). The results show basically two different types of argumentation, that show different degrees of reflection of antinomies and different integrations of their concept of responsibility in ESD.
Research Article
Recovery of Biocultural Memory Through Environmental Education in the Community of Santa Cruz Ayotuxco
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(3), e2280,
ABSTRACT: The Mexican indigenous communities are characterized by the natural, historical, and cultural contribution they represent; this is the case of the town of Santa Cruz Ayotuxco, being part of the Otomi community. Sadly, their indigenous identity and conformation, have been fading away, which has generated migration and the shedding of their traditions. The community has been forgetting their traditional practices, as well as their original language and sense of belonging. Today, its inhabitants have adopted indifference and disinterest in the place where they live. Therefore, there is an evident environmental deterioration, complex urbanization and, what is most worrying, vulnerability and dispossession of their territory.
The present work intends to recover, value, and spread some ancestral knowledge and practices of the Otomi community, having direct contact with the elders of the town to motivate and connect with the younger generations. The main objective is to get the youth involved in the improvement of the land, their place of origin, and visualize the problems that arise, as well as revive the language and cultural traditions of the people.
That is why, through the work with the elderly and the formation of focus groups with other members of the community, the recovery and improvement the human-nature relationship could be achieved. A change could be expected in the attitude and values of the inhabitants that contribute to the cultural and social ties, as well as the sense of belonging with their environment.
Research Article
Taking Care of Life from Amazonian Indigenous Cosmogony: Implications for Teaching Biology as a Cultural Practice
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(3), e2281,
ABSTRACT: In Colombia–South America, there is an urgent need to address educational processes in culturally diverse contexts that permeate the understanding and contribution to the training of teachers in situated processes, because this is a multi-ethnic and multicultural country. From this perspective, we present the results of an investigation that analyzed the biology degree projects of Indigenous students from La Chorrera (Amazonas) at the National Pedagogical University of Colombia, in order to characterize the different epistemological and ontological aspects that underlie them and as a way of guiding the initial training of teachers.
The methodological perspective of this research is critical hermeneutics, using documentary analysis as a strategy. As for the theoretical foundation, it is oriented from the approaches of critical inter-culturality and epistemological pluralism.
In a nutshell, it is necessary to think about the teaching of biology as a cultural practice, which places in the debate the place of biology as a science of life and the living, its relationship with the contexts of students and the possibilities of empowering knowledge for the defense of territories and life itself. This implies the idea that as human beings we are constructed in relation to other organisms; hence, the importance of understanding the living from life, allowing respect for all forms of life and forging a world where there is room for biological, cultural, epistemic, and ontological diversity.
Research Article
Ethical Action in the Context of Education for Sustainable Development (ESD)–An Analysis of Tasks from German Geography Textbooks
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(3), e2284,
ABSTRACT: The subject of geography is considered an ESD-affine subject and pursues the goal of contributing to the empowerment of students to preserve the earth. This includes creating an awareness of the planetary boundaries of the earth and reflecting on the role of human responsibility and social justice. The implementation of ESD in the subject geography takes place in the educational standards for the intermediate school leaving certificate for the subject of geography as well as in the curricula of the individual federal states. Through the integration of ESD, geography is particularly committed to addressing current and future challenges facing humanity, e.g. climate change. In order to achieve these goals, learners should be enabled to understand or recognize, evaluate and act in a sustainable way in complex systems. The German-language ESD discourse to date has often been normative, and the question of ethical action within ESD in geography lessons arises from an ethical perspective. The analysis of tasks of German textbooks are focused on ethical judgement and action. It is shown that the task formats do not sufficiently enable ethical action based on evaluation competence. At the end, conclusions are drawn for future textbook development and teacher training.
Review Article
Socio-Environmental Complexities of the Global South: a Historical, Decolonial, Eco-Socialist and a Freirean Environmental Educational View
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(3), e2285,
ABSTRACT: This paper aims to analyze contemporary socio-environmental complexities, such as climate change and the increasing socio-environmental impacts on different social classes. Moreover, it addresses the systematic way in which the Global North exploits natural and human resources, which oppresses the populations of the Global South, increasing social inequality and potentiating the climate crisis. The historical context of environmental degradation is a key driver of the analysis, aligned with the perceived idealization of infinite economic development, which shapes the capitalist system’s exacerbated productivism and industrial development in order to expand its profit through increased consumption and perpetuate inequality. By raising fundamental questions in the context of the climate crisis, which disproportionately affects the populations of Global South countries, –whether in the realization of environmental disasters or the recovery time after a catastrophe–we seek to analyze how the organizational logic of asymmetry between Global North-South countries is driven by years of colonization and imperialism. And we present, as options in the attempt to break with this unsustainable system, eco-socialism and Freirean environmental education.
Research Article
Systematization of the Environmental Educational Experience: The Home/School Garden as a Strategy to Address Food Security in the Post-COVID-19 Confinement School
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(3), e2289,
ABSTRACT: School/home gardens have been used as strategies to address environmental problems; however, there is little information about their contribution to returning to the classroom after the COVID-19 pandemic. This article reports the systematization of an experience in an educational institution in Bogotá, with high school students, seventh and eighth grades, in face-to-face and remote modalities. The results consist of reconstructing the strategy and the didactic process based on planning, teaching, learning, evaluation, and institutional and family dynamics. The results also highlight aspects that affect or support the educational process in each modality. Other results correspond to the reflections with the students about some aspects related to food security and under which the teacher designed the strategy: (i) how home gardens can contribute to achieving some aspects related to food security; (ii) how pesticides can be a risk for food security in Colombia; and (iii) development of the garden, limitations, and difficulties. Finally, the discussion highlights the main learnings, interactions with the community, difficulties, transferable elements, and suggestions to improve future experiences.
Research Article
Interpretation of Reality in Sustainability Processes: Dialogues in the Framework of Global Warming
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(3), e2293,
ABSTRACT: The environment as a human construction brings us closer to the dialogues between ontologies and epistemologies with which the human being relates and builds a possible interpretation of reality. This document addresses the interpretation of the reality of three people (7, 30, and 75 years old) who live with the consequences of climate change generated by the actions of human beings on planet earth. Each person participated in an interview to analyze their contextualization and interpretation of reality regarding an environmental problem. The results describe ontological, epistemological and the complexity elements in the language of the interviewees. Those elements would come from the mental intentions that configure interpretations of reality (IR) that the participants communicated through language.