Pre-Service Teachers’ Ethical Reasoning about Climate Ethics and Climate Justice

Yıl 2024, Sayı: 60, 1021 - 1044, 28.06.2024

Deniz Sarıbaş , Cicek Dilek Bakanay

https://doi.org/10.53444/deubefd.1380750

Öz

The climate crisis is an ethical issue besides being an environmental problem. Therefore, examining pre-service teachers’ ethical reasoning about climate change is crucial since they will educate future global citizens. To achieve this aim, this study probed into pre-service teachers’ reasoning on climate ethics and climate justice by asking them to answer the questions in two different reflections. The participants of the current study were 31 pre-service teachers (10 males, 21 females) who study in the English Language Teaching Program at the Faculty of Education at a private university in Turkey. In the 1st reflection, they identified and justified ethical issues regarding climate change and discuss how they could teach them in their class. The 2nd reflection asked them to discuss climate justice and design an instruction to teach climate justice by using a story and a game. The results suggest identifying and naming the ethical issue as climate justice and asking pre-service teachers to design teaching on stories and games in a structured way to facilitate ethical reasoning.

Anahtar Kelimeler

Climate ethics, Climate justice, Ethical reasoning, Interdisciplinary Environmental Education, Sustainability

Öğretmen Adaylarının İklim Etiği ve İklim Adaleti Konusundaki Etik Muhakemeleri

Öz

İklim krizi, bir çevre problemi olmasının yanı sıra, etik bir sorundur. Bu bağlamda, geleceğin küresel vatandaşlarını öğretmenlerin yetiştireceği bakış açısıyla, öğretmen adaylarının iklim değişikliğiyle ilgili etik muhakemelerini incelemek çok önemlidir. Bu amaçla, bu çalışmada öğretmen adaylarının iki farklı yansıtma soruları ile iklim etiği ve iklim adaleti konusundaki etik muhakemeleri ayrıntılı olarak incelenmiştir. Bu makalede sunulan araştırmanın katılımcıları Türkiye’de özel bir üniversitenin Eğitim Fakültesi İngilizce Öğretmenliği Programında öğrenim gören 31 (10 erkek, 21 kadın) öğretmen adayıdır. İklim etiği muhakemelerini incelemek amacıyla oluşturulan birinci yansıtmada katılımcılar, iklim değişikliği ile ilgili etik sorunları belirleyerek iklim değişikliğiyle ilgili bu etik sorunları nasıl öğreteceklerini tartışmışlardır. İklim adaleti ile ilgili etik muhakemelerini incelemek amacıyla oluşturulan ikinci yansıtmada ise bu katılımcılardan iklim adaletini tartışmaları ve daha sonra bir hikâye kullanarak ve bu hikâyeye dayanan oyun tasarlayarak iklim adaletini anlatan bir öğretim tasarlamaları istenmiştir. Bu çalışmanın sonuçları, etik sorunu iklim adaleti olarak tanımlamaya ve öğretmen adaylarının öğretimlerini hikayeler ve oyunlar temelinde yapılandırmanın etik muhakemeyi kolaylaştıracağına işaret etmektedir.

Anahtar Kelimeler

Etik Muhakeme, İklim Adaleti, İklim Etiği, Disiplinlerarası Çevre Eğitimi, Sürdürülebilirlik

Etik Beyan

Bu araştırma için İstanbul Aydın Üniversitesi Eğitim Bilimleri Etik Kurulu'ndan etik izin alınmıştır (tarih: 28.02.2022 / onay numarası: 45379966-020-42646). Ayrıca, çalışma katılımcılarının detayları (isimler, doğum tarihleri, kimlik numaraları ve diğer bilgiler) yazılı açıklamalarda, fotoğraflarda ve genetik profillerde yayınlanmamıştır.

Kaynakça

• Ajaps, S. (2023). Deconstructing the constraints of justice-based environmental sustainability in higher education. Teaching in Higher Education, 28(5), 1024-1038. https://doi.org/10.1080/13562517.2023.2198639
• Akkuş, A. (2021). Küresel Güney bağlamında iklim etiği ve iklim adaleti uygulamaları. Cappadocia Journal of Area Studies, 3(2), 200-215, http://dx.doi.org/10.38154/cjas.17
• Allchin, D. (2020). From nature of science to social justice. In H. Yacoubian & L. Hansson (Eds.), Nature of science for social justice (pp. 23–38). Dordrecht, The Netherlands: Springer.
• Annan-Diab, F., & Molinari, C. (2017). Interdisciplinarity: Practical approach to advancing education for sustainability and for the Sustainable Development Goals. The International Journal of Management Education, 15(2), 73-83. https://doi.org/10.1016/j.ijme.2017.03.006
• Armitage, A. (2018). Is HRD in need of an ethics of care? Human Resource Development International, 21(3), https://doi.org/10.1080/13678868.2017.1366176
• Barth, M., Godemann, J., Rieckmann, M., & Stoltenberg, U. (2007). Developing key competencies for sustainable development in higher education. International Journal of Sustainability in Higher Education, 8(4), 416-430. https://doi.org/10.1108/14676370710823582
• Bazzul, J. (2020). Political entanglement and the changing nature of science. In H. Yacoubian & L. Hansson (Eds.), Nature of science for social justice (pp. 79–95). Dordrecht, The Netherlands: Springer.
• Bekteshi, E., & Xhaferi, B. (2020). Learning about sustainable development goals through English language teaching. Research in Social Sciences and Technology, 5(3), 78-94. https://doi.org/10.46303/ressat.05.03.4
• Bell, L. A. (2016). Theoretical foundations for social justice education. In M. Adams, L. A. Bell, D. J. Goodman, & K. Y. Joshi (Eds.), Teaching for diversity and social justice (3rd ed., pp. 3–26). New York: Routledge. Brister, E. (2014). Using Illustrative Case Studies: A Case in Teaching Climate Ethics. Teaching Ethics, 14(2), 17-34. https://doi.org/10.5840/tej20141423
• Broome, J. (2008). The ethics of climate change. Scientific American, 298(6), 96-102. https://www.jstor.org/stable/26000646
• Brown, C. A. (2024). Role of the English teaching hidden curriculum in sustainability education: the case of Japan. Environmental Education Research, 1-20. https://doi.org/10.1080/13504622.2024.2309583
• Bowden, R. (2010). Teaching English for sustainability. Journal of NELTA, 15(1-2), 16-21. https://doi.org/10.3126/nelta.v15i1-2.4605
• Cook, J., Ecker, U. K., King, M. T., Schade, G., Tracy, K. J., Fessmann, J., ... & McDowell, J. (2022). The cranky uncle game—Combining humor and gamification to build student resilience against climate misinformation. Environmental Education Research, 1-17. https://doi.org/10.1080/13504622.2022.2085671
• Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
• Demirezen, S., & Kaya, E. (2022). Sosyal bilgiler ve fen bilimleri öğretim programı ve ders kitaplarında çevre konuları. Eğitim ve Yeni Yaklaşımlar Dergisi, 5(2), 240-265. DOI: 10.52974/jena.1200514
• Eaton, E. M., & Day, N. A. (2020). Petro-pedagogy: Fossil fuel interests and the obstruction of climate justice in public education. Environmental Education Research, 26(4), 457-473. https://doi.org/10.1080/13504622.2019.1650164
• Fındık, Y. L., Bayram, I., & Canaran, Ö. (2021). Pre-service English language teachers’ conceptions of sustainable development: a case from Turkish higher education context. International Journal of Sustainability in Higher Education, 22(2), 423-456. DOI: 10.1108/IJSHE-06-2020-0202
• Feng, L. (2012). Teacher and student responses to interdisciplinary aspects of sustainability education: What do we really know?. Environmental Education Research, 18(1), 31-43.
• Fine, J. C., & Love-Nichols, J. (2021). Language and climate justice: A research agenda. Journal of Sociolinguistics, 25(3), 453-473. https://doi.org/10.1111/josl.12469
• Gardiner, S. M. (2006). A perfect moral storm: Climate change, intergenerational ethics and the problem of moral corruption. Environmental Values, 15(3), 397-413. https://doi.org/10.3197/096327106778226293
• Gola, B. (2017). Is formal environmental education friendly to nature? Environmental ethics in science textbooks for primary school pupils in Poland. Ethics and Education, 12(3), 320-336. https://doi.org/10.1080/17449642.2017.1343619
• Hansson, L. & Yacoubian, H. (2020). Nature of science for social justice: Why, what and how? In H. Yacoubian & L. Hansson (Eds.), Nature of science for social justice (pp. 1–21). Dordrecht, The Netherlands: Springer.
• Hopwood B, Mellor M, O'Brien G. (2005). Sustainable development: mapping different approaches. Sustainable Development, 13(1), 38–52. https://doi.org/10.1002/sd.244
• Jorgenson, S. N., Stephens, J. C., & White, B. (2019). Environmental education in transition: A critical review of recent research on climate change and energy education. The Journal of Environmental Education, 50(3), 160-171. https://doi.org/10.1080/00958964.2019.1604478
• Karakuş, S. & Şeyihoğlu, A. (2021). 5. sınıf sosyal bilgiler ders kitaplarındaki “çevre sorunları” konulu etkinliklerin disiplinlerarası öğretim yaklaşımı yönünden incelenmesi. EKEV Akademi Dergisi, 25(88), 451-466.
• Kaya, M. F., & Tomal, N. (2011). Sosyal bilgiler dersi öğretim programının sürdürülebilir kalkınma eğitimi açısından incelenmesi. Eğitim Bilimleri Araştırmaları Dergisi, 1(2), 49-65.
• Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 51(4), 280-291. https://doi.org/10.1080/00958964.2019.1710444
• Lloyd, P. & van de Poel, I. (2008). Designing games to teach ethics. Science and Engineering Ethics 14, 433–447 https://doi.org/10.1007/s11948-008-9077-2
• Lupinacci, J. J. (2020). Teacher education in a dangerous time:(Re) imagining education for diversity, democracy and sustainability. Northwest Journal of Teacher Education, 15(2), 12. https://pdxscholar.library.pdx.edu/nwjte/vol15/iss2/12/
• Lyons M, Smuts C, Stephen A. 2001. Participation, empowerment and sustainability: how do the links work? Urban Studies, 38(8), 1233–1251. https://doi.org/10.1080/00420980125039
• Malandrakis, G., Gkitsas, S., & Bara, E. Z. (2019). The role of digital stories and civic actions on student-teachers’ understanding about social sustainability in urban settings. Environmental Education Research, 25(10), 1524-1551. https://doi.org/10.1080/13504622.2019.1669141
• McGregor, C. & Christie, B. (2021). Towards climate justice education: views from activists and educators in Scotland. Environmental Education Research, 27(5), 652-668. https://doi.org/10.1080/13504622.2020.1865881
• Midgley, G, Reynolds, M. (2004). Systems/operational research and sustainable development: towards a new agenda. Sustainable Development, 12(1): 56–64. https://doi.org/10.1002/sd.218
• Milli Eğitim Bakanlığı¸ (MEB). (2018a). (İlkokul ve Ortaokul 2,3,4,5,6,7 ve 8. Sınıflar). Ankara: T.C. Millî Eğitim Bakanlığı.
• Milli Eğitim Bakanlığı¸ (MEB). (2018b). (Ortaöğretim İngilizce Dersi 9,10,11, ve 12. sınıflar). Ankara: T.C. Millî Eğitim Bakanlığı.
• Misiaszek, W. G., & Rodrigues, C. (2023). Teaching justice-based environmental sustainability in higher education: generative dialogues. Teaching in Higher Education, 28(5), 903-917. https://doi.org/10.1080/13562517.2023.2214879
• Novak, M. (2000). Defining social justice. First things, 11-12.
• Nur, S., Anas, I., & Pilu, R. (2022). The call for environmentally-based language teaching and green pedagogy: Climate actions in language education. Elsya: Journal of English Language Studies, 4(1), 77-85. https://doi.org/10.31849/elsya.v4i1.9526
• Otto, D. (2017). Lived Experience of Climate change – A Digital Storytelling Approach. International Journal of Global Warming, 12(3/4), 331–346. https://doi.org/10.1504/IJGW.2017.084784
• Ouariachi, T., Lobo, M. D. O., Perez, J. G., & Maibach, E. (2018). A framework for climate change engagement through video games. Environmental Education Research, 25(5), 701-716. https://doi.org/10.1080/13504622.2018.1545156
• Pearson, A. R., Tsai, C. G, & Clayton, S. (2021). Ethics, morality, and the psychology of climate justice. Current Opinion in Psychology, 42, 36-42. https://doi.org/10.1016/j.copsyc.2021.03.001
• Pedersen, H. (2021). Education, anthropocentrism, and interspecies sustainability: confronting institutional anxieties in omnicidal times. Ethics and Education, 16(2), 164-177. https://doi.org/10.1080/17449642.2021.1896639
• Reid, A. (2019). Climate change education and research: possibilities and potentials versus problems and perils?. Environmental Education Research, 25(6), 767-790. https://doi.org/10.1080/13504622.2019.1664075
• Rousell, D. & Cutter, A. M. K. (2020). A systematic review of climate change education: giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change. Children’s Geographies, 18(2), 191-208. https://doi.org/10.1080/14733285.2019.1614532
• Schlosberg, D., & Collins, L. B. (2014). From environmental to climate justice: climate change and the discourse of environmental justice. Wiley Interdisciplinary Reviews: Climate Change, 5(3), 359-374. https://doi.org/10.1002/wcc.275
• Stapleton, S. R. (2017). A case for climate justice education: American youth connecting to intragenerational climate injustice in Bangladesh. Environmental Education Research, 25(5), 732-750. https://doi.org/10.1080/13504622.2018.1472220
• Spangenberg,J. H. (2002). Institutional sustainability indicators: an analysis of the institutions in Agenda 21 and a draft set of indicators for monitoring their effectivity. Sustainable Development, 10(2), 103–115. https://doi.org/10.1002/sd.184
• Sultana, F. (2022). Critical climate justice. The Geographical Journal, 188(1), 118-124. https://doi.org/10.1111/geoj.12417
• Svarstad, H. (2021). Critical climate education: Studying climate justice in time and space. International Studies in Sociology of Education, 30(1-2), 214-232. https://doi.org/10.1080/09620214.2020.1855463
• Tanrıverdi, B. (2009). Sürdürülebilir çevre eğitimi açısından ilköğretim programlarının değerlendirilmesi. Eğitim ve Bilim, 34 (151), 89‐103.
• Tasdemir, C., & Gazo, R. (2020). Integrating sustainability into higher education curriculum through a transdisciplinary perspective. Journal of Cleaner Production, 265. https://doi.org/10.1016/j.jclepro.2020.121759
• Turhan, E. (2012). Eğitim Ve Sürdürülebilir Kalkinma (Esd) Kavrami Ve Türkiye’de Okullarin Eko Okula Değişim Ve Dönüşümlerinde Okul Yöneticilerinin Rolü. Education Sciences, 7(1), 99-108.
• UNESCO (1997). Unesco: 50 Years for Education. Unesco, Paris.
• UNESCO (2005), United Nations Decade of Education for Sustainable Development (2005‐2014): International Implementation Scheme, October ED/DESD/2005/PI/01, UNESCO, Paris. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000141629 (accessed 23 April 2024).
• UNESCO (2017). Education for Sustainable Development Goals: Learning Objectives. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000252633
• Upegui, D., Coiro, J., Battle, Kraus, R., & Fastovsky, D. (2021). Integration of the Topic of Social Justice into High School Biology Curricula. Science & Education, https://doi.org/10.1007/s11191-021-00287-y
• Verharen, C. C. (2020). The future of ethics and education: philosophy in a time of existential crises. Ethics and Education, 15(3), 371-389. https://doi.org/10.1080/17449642.2020.1774718
• Walshe, N. (2017). An interdisciplinary approach to environmental and sustainability education: Developing geography students’ understandings of sustainable development using poetry. Environmental Education Research, 23(8), 1130-1149. https://doi.org/10.1080/13504622.2016.1221887
• Wamsler, C. (2020). Education for sustainability: Fostering a more conscious society and transformation towards sustainability. International Journal of Sustainability in Higher Education, 21(1), 112-130. https://doi.org/10.1108/IJSHE-04-2019-0152
• Wright, M. F., & Wright, B. (2010). A holistic view of English education through the lens of sustainability. English in Australia, 45(1), 39-46. https://search.informit.org/doi/abs/10.3316/ielapa.291532449919818
• Wu, J. & Lee, J. (2015). Climate Change Games as Tools for Educational and Engagement. Nature Climate Change, 5(5), 413-418. https://doi.org/10.1038/nclimate2566
• Zajda, J., Majhanovich, S., & Rust, V. (2006). Education and social justice: Issues of liberty and equality in the global culture. In J. Zajda, S. Majhanovich, V. Rust, & E. M. Sabina (Eds.), Education and social justice (pp. 1–12). Dordrecht: Springer.
• Zeidler, D. L. (2014). Socioscientific issues as a curriculum emphasis: theory, research, and practice. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol. II, pp. 697–726). New York: Routledge.
• Zygmunt, T. (2016). Language education for sustainable development. Discourse and Communication for Sustainable Education, 7(1), 112-124. https://doi.org/10.1515/dcse-2016-0008