Page 23–27
Shortlink
: https://www.waxmann.com/artikelART105593
.doi: https://doi.org/10.31244/zep.2023.03.05
Abstract
Education for sustainable development combines global learning and the role of schools as national institutions. To understand how, in schools, global issues of climate change and environmental degradation are framed nationally, this study examines the representation of climate, nature, and environment in school textbooks of secondary schools in Ghana and Germany (Bavaria) regarding the spatial delineations and the notions of responsibility they contain. Results show that national and regional frames of reference for climate and environmental issues dominate in school textbooks while transnational understandings of belonging or limits of national frames are rarely discussed.
Keywords
Climate change, environmental problems, nationstatehood, cross-curriculum analysis, school textbooks, comparison, Germany, Ghana
APA citation
Ress S. (2023). Verschränkungen räumlicher Abgrenzung und individueller Verantwortung in der Darstellung von Klima, Natur und Umwelt: Eine vergleichende Studie ghanaischer und deutscher Schulbücher. ZEP – Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 46(3), 23-27. https://doi.org/10.31244/zep.2023.03.05
