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Sosyal Bilgiler Öğretmen Adaylarının Çevresel Adalet Görüşleri / Social Studies Teacher Candidates’ Views on Environmental Justice

Year 2022, Volume: 13 Issue: 2, 57 - 73, 30.04.2022
https://doi.org/10.19160/e-ijer.1055195

Abstract

Sosyal adalet kavramı ile ilişkili olan çevresel adalet; yaşları, kültürleri, etnik kökenleri, cinsiyetleri ve ırklarına bakılmaksızın herkesin zararlı çevresel etkilerden eşit derecede korunması olarak tanımlanabilir. Dolayısıyla güvenli ve sağlıklı bir çevre içinde yaşama hakkı çevresel adaletin temel vurgu noktasıdır. Buna ek olarak vatandaşların çevre ile ilgili konularda alınacak kararlara katılım gösterebilmesi, vatandaşların çevre konusundaki kaygılarının dikkate alınması gibi unsurlar da çevresel adalet kavramının önemli yanlarındandır. Çevresel adalet anlayışının bireylere kazandırılması konusunda eğitim kurumlarının yeri ve önemi yadsınamaz. Bu noktada sosyal bilgiler dersinin doğrudan gündelik yaşama odaklanması, çevre ile ilgili konuları coğrafi, beşerî ve sosyal olarak inceliyor olması ve vatandaşlık eğitimi amacı taşıyor olması bu dersi çevresel adalet anlayışının bireylere kazandırılmasında önemli bir yere taşımaktadır. Sosyal bilgiler dersinin içeriği dünyada yaşanan gelişmelere paralel olarak değişim göstermektedir. Buna göre son yıllarda gelişim gösteren çevresel adalet anlayışı da sosyal bilgiler eğitimi içerisinde yer edinmektedir. Bu nedenle sosyal bilgiler öğretmenlerinin de çevresel adalet kavramının farkında olması ve öğrencilerinde bu kavramı geliştirebilecek türde etkinlikler yapması beklenmektedir. Bu araştırmanın amacı sosyal bilgiler öğretmen adaylarının çevresel adalet görüşlerinin belirlenmesidir. Temel nitel araştırma deseninde gerçekleştirilen bu çalışmanın verileri yarı yapılandırılmış görüşmeler ile elde edilmiştir. Veriler NVivo12 programı kullanılarak tümevarımsal bir şekilde analiz edilmiştir. Araştırma sonucunda sosyal bilgiler öğretmen adaylarının çevresel adaleti; kaynakların adil dağıtılması, doğal kaynak ve hayvanların korunması, yaşam kalitesinin yüksek olması ve tehlikelere eşit uzaklıkta olmak şeklinde tanımladıkları görülmektedir. Çevresel adalet eğitimi ile bilinçli ve çevre dostu bireyler yetişeceğini ifade eden öğretmen adayları, bu kavramın sosyal bilgilerle doğrudan ilişkili olduğunu düşünmektedirler. Çalışmanın sonuçları doğrultusunda öğretmen adayları sosyal bilgiler öğretim programına çevresel adalet kavramının yerleştirilmesini ve bu kavram doğrultusunda öğretmenlerin yararlanabilecekleri etkinlik örneklerinin oluşturulmasını önermektedirler.

References

  • Alexander, W. L., Wells, E. C., Lincoln, M., Davis, B. Y., and Little, P. C. (2021). Environmental justice ethnography in the classroom: Teaching activism, inspiring involvement. Human Organization, 80(1), 37-48. doi: 10.17730/1938-3525-80.1.37.
  • Allen, A. (1997). Creating space for discussion about justice and equity in an elementary classroom. Language Arts, 74(7), 518–524. doi: 129.7.95.240.
  • Badem, N. (2010). Education with the support of trip-observation about the effect of formation of environmental pollution awareness in fourth grade students. (Unpublished master's thesis), University of Balıkesir.
  • Bell, L. A. (2007). Theoretical foundations for social justice education. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice. (pp. 1–14). New York: Routledge.
  • Berk, L. E. (2015). Bebekler ve çocuklar: Doğum öncesinden orta çocukluğa. Nobel Akademik.
  • Blackmore, J. (2009). Leadership for Social justice: A transnational dialogue. Journal of Research on Leadership Education, 4(1). Doi: 10.1177/194277510900400104.
  • Bowser, G., & Cid, C. R. (2021). Promoting action ecology research through integration of environmental justice in undergraduate ecology education. Bulletin of the Ecological Society of America, 102(3), 1-7. doi: 27031882.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
  • Brulle, R. J., & Pellow, D. N. (2006). Environmental justice: human health and environmental inequalities. Public Health, 27, 103-124.
  • Bullard, R. D. (2000). Dumping in Dixie: Race, Class, and Environmental Quality. Boulder, Colorado: Westview.
  • Carleton-Hug, A., & Hug, J. W. (2010). Challenges and opportunities for evaluating environmental education programs. Evaluation and Program Planning, 33(2), 159-164. doi: 10.1016/j.evalprogplan.2009.07.005.
  • CoHE (2018). Sosyal bilgiler öğretmenliği lisans programı. Ankara.
  • Cutter, S. L. (1995). Race, class and environmental justice. Progress in Human Geography, 19(1), 111-122.
  • Disinger, J. F. (1990). Environmental education for sustainable development?. The Journal of Environmental Education, 21(4), 3-6. doi: 10.1080/00958964.1990.9941931.
  • Dittmer, L., Mugagga, F., Metternich, A., Schweizer-Ries, P., Asiimwe, G., & Riemer, M. (2018). “We can keep the fire burning: Building action competence through environmental justice education in Uganda and Germany”. Local Environment, 23(2), 144-157. doi: 10.1080/13549839.2017.1391188
  • Gaudelli, W. (2001). Reflection on multicultural education: A teacher’s experience. Multicultural Education, 8(4), 35–37. doi: 628858.
  • Glesne, C. (2013). Nitel araştırmaya giriş. Ankara: Anı Yayıncılık.
  • Gorski, P. C. (2008). Good intentions are not enough: A de-colonizing ıntercultural education. Intercultural Education, 19(6), 515–525. doi: 10.1080/14675980802568319.
  • Hadı, A. (2015). Environmental justice: The social impacts of dams on deltaic community of district Thatta. (Unpublished Doctoral Thesis). Ankara University.
  • Hens, L., & Stoyanov, S. (2014). Education for climate changes, environmental health and environmental justice. Journal of Chemical Technology & Metallurgy, 49(2), 194-208. doi: 46029450.
  • Holiday, E. (2020). Place-based environmental education and environmental justice in imperial beach. (Unpublished Master’s Thesis). California: San Diego State University.
  • Holifield, R. (2001). Defining environmental justice and environmental racism. Urban Geography, 22(1), 78-90. doi: 10.2747/0272-3638.22.1.78.
  • Jimenez, J., Moorhead, L., & Wilensky, T. (2021). ‘It’s my responsibility’: Perspectives on environmental justice and education for sustainability among international school students in Singapore. International Studies in Sociology of Education, 30(1), 130-152. doi: 10.1080/09620214.2020.1856000
  • Johnston, B. R. (Ed.). (2016). Life and Death Matters: Human Rights, Environment, and Social Justice. Routledge.
  • Karetny, E. J. (2017). Exploring the potential to motivate high school environmental science students with environmental justice: A mixed methods approach. (Unpublished Doctoral Thesis). Rowan University.
  • Kılıç, S., & Tok, N. (2014). Geleneksel adalet anlayışlarından çevresel adalet anlayışına. Uluslararası Alanya İşletme Fakültesi Dergisi, 6(3), 213-228.
  • Leach, M., Stirling, A. C., & Scoones, I. (2010). Dynamic sustainabilities: Technology, environment, social justice. Routledge.
  • Lewis, J. B. (2001). Social justice, social studies, social foundations. The Social Studies, 92(5). 189-192. doi: 10.1080/00377990109604001.
  • Merriam, S. (2009). Qualitative research: A guide to design and implementation. San Fransisco: John Willey & Sons Inc.
  • Mohai, P., Pellow, D., & Roberts, J. T. (2009). Environmental justice. Annual Review of Environment and Resources, 34, 405-430. doi: 10.1146/annurev-environ-082508-094348.
  • MoNE (2018). Sosyal bilgiler dersi öğretim programı (İlkokul ve ortaokul 4, 5, 6 ve 7. sınıflar). Ankara.
  • Okur-Berberoğlu, E. (2015). Öğretmenlerin bütünsel bakış açısına dayalı ekopedagoji-temelli çevre eğitimine ilişkin görüşleri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 732-751.
  • Olson, E. E. (2018). Education policy & environmental justice: Noise pollution, education performance ındicators and the perpetuation of socioeconomic status. (Unpublished Doctoral Thesis). Claremont Graduate University.
  • Ontiveros, C. C. (2015). Latina/O high school students' standpoint on environmental justice in a border community: A phenomenological study. (Unpublished Doctoral Thesis). The University of Texas at El Paso.
  • Öküzcüoğlu, B. H. (2019). Examination of environmental awareness of students in middle school social studies course: Case of Denizli province. (Unpublished Master’s Thesis). Pamukkale University, Denizli.
  • Öztürk, T., & Öztürk, F. Z. (2016). Sosyal bilgiler öğretim programının çevre eğitimi açısından analizi. Kastamonu Eğitim Dergisi, 24(3), 1533-1550. doi: 22607/241649
  • Ramsey, J. M., Hungerford, H. R., & Volk, T. L. (1992). Environmental education in the k-12 curriculum: Finding a niche. The Journal of Environmental Education, 23(2), 35-45. Doi: 10.1080/00958964.1992.9942794
  • Rosner-Salazar, T. A. (2003). Multicultural service-learning and community-based research as a model approach to promote social justice. Social Justice, 30(4), 64-76. doi: 29768224.
  • Sadeh, S. F. (2006). From “sit and listen” to “shake it out yourself”: Helping urban middle school students to bridge personal knowledge to scientific knowledge through a collaborative environmental justice curriculum. (Unpublished Doctoral Thesis). Portland State University.
  • Sammel, A. J. (2004). Teachers' understandings and enactments of social and environmental justice issues in the classroom: What's" critical" in the manufacturing of road smart squirrels?. (Unpublished Doctoral Thesis). University of Western Ontario.
  • Santrock, J. W. (2021). Çocuk gelişimi. Nobel Akademik.
  • Schweik, S. M. (2009). The ugly laws: Disability in public. NY: New York University.
  • Stevenson, R. B. (2007). Schooling and environmental education: Contradictions in purpose and practice. Environmental Education Research, 13(2), 139-153. doi: 10.1080/13504620701295726
  • U.S. Environmental Protection Agency (EPA). (2000). “What’s new: Environmental justice map protocol”. http://www.epa.gov/region4/ead/WhatsNew/WhatsNew.html.
  • U.S. General Accounting Office (GAO). (1983). Siting of hazardous waste landfills and their correlation with racial and economic status of surrounding communities. Washington: U.S. Government Printing Office.
  • Wade, R. (2007). Social studies for social justice: Teaching strategies for the elementary classroom. Teachers College Press.
  • Yıldırım, A., & Simsek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.

Social Studies Teacher Candidates’ Views on Environmental Justice / Sosyal Bilgiler Öğretmen Adaylarının Çevresel Adalet Görüşleri

Year 2022, Volume: 13 Issue: 2, 57 - 73, 30.04.2022
https://doi.org/10.19160/e-ijer.1055195

Abstract

Environmental justice, which is related to the concept of social justice; It can be defined as the equal protection of everyone from harmful environmental influences, regardless of their age, culture, ethnicity, gender and race. Therefore, the right to live in a safe and healthy environment is the main emphasis of environmental justice. In addition, the participation of citizens in the decisions to be taken on environmental issues and taking into account their concerns about the environment are important aspects of the concept of environmental justice. The focus of the social studies course on daily life, its geographical, human and social analysis of environmental issues and its aim of citizenship education carry this course to an important place in gaining the understanding of environmental justice to individuals. For this reason, social studies teachers are expected to be aware of the concept of environmental justice and to carry out activities that can improve this concept in their students. The aim of this research is to determine the environmental justice views of social studies teacher candidates. The data of this study, which was carried out in the basic qualitative research design, were obtained through semi-structured interviews. The data were analyzed inductively. It is seen that social studies teacher candidates define environmental justice as fair distribution of resources, protection of natural resources and animals, high quality of life and being equidistant from dangers. Pre-service teachers who stated that environmental justice education will raise conscious and environmentally friendly individuals think that this concept is directly related to social studies. In line with the results of the study, pre-service teachers suggest placing the concept of environmental justice in the social studies curriculum and creating examples of activities that teachers can benefit from in line with this concept.

References

  • Alexander, W. L., Wells, E. C., Lincoln, M., Davis, B. Y., and Little, P. C. (2021). Environmental justice ethnography in the classroom: Teaching activism, inspiring involvement. Human Organization, 80(1), 37-48. doi: 10.17730/1938-3525-80.1.37.
  • Allen, A. (1997). Creating space for discussion about justice and equity in an elementary classroom. Language Arts, 74(7), 518–524. doi: 129.7.95.240.
  • Badem, N. (2010). Education with the support of trip-observation about the effect of formation of environmental pollution awareness in fourth grade students. (Unpublished master's thesis), University of Balıkesir.
  • Bell, L. A. (2007). Theoretical foundations for social justice education. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice. (pp. 1–14). New York: Routledge.
  • Berk, L. E. (2015). Bebekler ve çocuklar: Doğum öncesinden orta çocukluğa. Nobel Akademik.
  • Blackmore, J. (2009). Leadership for Social justice: A transnational dialogue. Journal of Research on Leadership Education, 4(1). Doi: 10.1177/194277510900400104.
  • Bowser, G., & Cid, C. R. (2021). Promoting action ecology research through integration of environmental justice in undergraduate ecology education. Bulletin of the Ecological Society of America, 102(3), 1-7. doi: 27031882.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
  • Brulle, R. J., & Pellow, D. N. (2006). Environmental justice: human health and environmental inequalities. Public Health, 27, 103-124.
  • Bullard, R. D. (2000). Dumping in Dixie: Race, Class, and Environmental Quality. Boulder, Colorado: Westview.
  • Carleton-Hug, A., & Hug, J. W. (2010). Challenges and opportunities for evaluating environmental education programs. Evaluation and Program Planning, 33(2), 159-164. doi: 10.1016/j.evalprogplan.2009.07.005.
  • CoHE (2018). Sosyal bilgiler öğretmenliği lisans programı. Ankara.
  • Cutter, S. L. (1995). Race, class and environmental justice. Progress in Human Geography, 19(1), 111-122.
  • Disinger, J. F. (1990). Environmental education for sustainable development?. The Journal of Environmental Education, 21(4), 3-6. doi: 10.1080/00958964.1990.9941931.
  • Dittmer, L., Mugagga, F., Metternich, A., Schweizer-Ries, P., Asiimwe, G., & Riemer, M. (2018). “We can keep the fire burning: Building action competence through environmental justice education in Uganda and Germany”. Local Environment, 23(2), 144-157. doi: 10.1080/13549839.2017.1391188
  • Gaudelli, W. (2001). Reflection on multicultural education: A teacher’s experience. Multicultural Education, 8(4), 35–37. doi: 628858.
  • Glesne, C. (2013). Nitel araştırmaya giriş. Ankara: Anı Yayıncılık.
  • Gorski, P. C. (2008). Good intentions are not enough: A de-colonizing ıntercultural education. Intercultural Education, 19(6), 515–525. doi: 10.1080/14675980802568319.
  • Hadı, A. (2015). Environmental justice: The social impacts of dams on deltaic community of district Thatta. (Unpublished Doctoral Thesis). Ankara University.
  • Hens, L., & Stoyanov, S. (2014). Education for climate changes, environmental health and environmental justice. Journal of Chemical Technology & Metallurgy, 49(2), 194-208. doi: 46029450.
  • Holiday, E. (2020). Place-based environmental education and environmental justice in imperial beach. (Unpublished Master’s Thesis). California: San Diego State University.
  • Holifield, R. (2001). Defining environmental justice and environmental racism. Urban Geography, 22(1), 78-90. doi: 10.2747/0272-3638.22.1.78.
  • Jimenez, J., Moorhead, L., & Wilensky, T. (2021). ‘It’s my responsibility’: Perspectives on environmental justice and education for sustainability among international school students in Singapore. International Studies in Sociology of Education, 30(1), 130-152. doi: 10.1080/09620214.2020.1856000
  • Johnston, B. R. (Ed.). (2016). Life and Death Matters: Human Rights, Environment, and Social Justice. Routledge.
  • Karetny, E. J. (2017). Exploring the potential to motivate high school environmental science students with environmental justice: A mixed methods approach. (Unpublished Doctoral Thesis). Rowan University.
  • Kılıç, S., & Tok, N. (2014). Geleneksel adalet anlayışlarından çevresel adalet anlayışına. Uluslararası Alanya İşletme Fakültesi Dergisi, 6(3), 213-228.
  • Leach, M., Stirling, A. C., & Scoones, I. (2010). Dynamic sustainabilities: Technology, environment, social justice. Routledge.
  • Lewis, J. B. (2001). Social justice, social studies, social foundations. The Social Studies, 92(5). 189-192. doi: 10.1080/00377990109604001.
  • Merriam, S. (2009). Qualitative research: A guide to design and implementation. San Fransisco: John Willey & Sons Inc.
  • Mohai, P., Pellow, D., & Roberts, J. T. (2009). Environmental justice. Annual Review of Environment and Resources, 34, 405-430. doi: 10.1146/annurev-environ-082508-094348.
  • MoNE (2018). Sosyal bilgiler dersi öğretim programı (İlkokul ve ortaokul 4, 5, 6 ve 7. sınıflar). Ankara.
  • Okur-Berberoğlu, E. (2015). Öğretmenlerin bütünsel bakış açısına dayalı ekopedagoji-temelli çevre eğitimine ilişkin görüşleri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 732-751.
  • Olson, E. E. (2018). Education policy & environmental justice: Noise pollution, education performance ındicators and the perpetuation of socioeconomic status. (Unpublished Doctoral Thesis). Claremont Graduate University.
  • Ontiveros, C. C. (2015). Latina/O high school students' standpoint on environmental justice in a border community: A phenomenological study. (Unpublished Doctoral Thesis). The University of Texas at El Paso.
  • Öküzcüoğlu, B. H. (2019). Examination of environmental awareness of students in middle school social studies course: Case of Denizli province. (Unpublished Master’s Thesis). Pamukkale University, Denizli.
  • Öztürk, T., & Öztürk, F. Z. (2016). Sosyal bilgiler öğretim programının çevre eğitimi açısından analizi. Kastamonu Eğitim Dergisi, 24(3), 1533-1550. doi: 22607/241649
  • Ramsey, J. M., Hungerford, H. R., & Volk, T. L. (1992). Environmental education in the k-12 curriculum: Finding a niche. The Journal of Environmental Education, 23(2), 35-45. Doi: 10.1080/00958964.1992.9942794
  • Rosner-Salazar, T. A. (2003). Multicultural service-learning and community-based research as a model approach to promote social justice. Social Justice, 30(4), 64-76. doi: 29768224.
  • Sadeh, S. F. (2006). From “sit and listen” to “shake it out yourself”: Helping urban middle school students to bridge personal knowledge to scientific knowledge through a collaborative environmental justice curriculum. (Unpublished Doctoral Thesis). Portland State University.
  • Sammel, A. J. (2004). Teachers' understandings and enactments of social and environmental justice issues in the classroom: What's" critical" in the manufacturing of road smart squirrels?. (Unpublished Doctoral Thesis). University of Western Ontario.
  • Santrock, J. W. (2021). Çocuk gelişimi. Nobel Akademik.
  • Schweik, S. M. (2009). The ugly laws: Disability in public. NY: New York University.
  • Stevenson, R. B. (2007). Schooling and environmental education: Contradictions in purpose and practice. Environmental Education Research, 13(2), 139-153. doi: 10.1080/13504620701295726
  • U.S. Environmental Protection Agency (EPA). (2000). “What’s new: Environmental justice map protocol”. http://www.epa.gov/region4/ead/WhatsNew/WhatsNew.html.
  • U.S. General Accounting Office (GAO). (1983). Siting of hazardous waste landfills and their correlation with racial and economic status of surrounding communities. Washington: U.S. Government Printing Office.
  • Wade, R. (2007). Social studies for social justice: Teaching strategies for the elementary classroom. Teachers College Press.
  • Yıldırım, A., & Simsek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.

Details

Primary Language English
Subjects Studies on Education
Journal Section Issue Articles
Authors

Sercan BURSA 0000-0001-6976-3581

Publication Date April 30, 2022
Published in Issue Year 2022Volume: 13 Issue: 2

Cite

APA BURSA, S. (2022). Social Studies Teacher Candidates’ Views on Environmental Justice / Sosyal Bilgiler Öğretmen Adaylarının Çevresel Adalet Görüşleri. E-Uluslararası Eğitim Araştırmaları Dergisi, 13(2), 57-73. https://doi.org/10.19160/e-ijer.1055195

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