Place-Based Social Studies Teacher Education: Learning to Teach for Ecological Citizenship While Investigating Local Waste Issues

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter dwells in the intersection of the fields of social studies, teacher education, place-based education, and sustainability education. It is founded on an earthen conception of citizenship referred to as “ecological citizenship,” and it argues that the work of social studies must frame citizenship in this way, particularly given the menacing reality of human-spurred climate change. The crux of the chapter is a story about a social studies teacher educator and social studies pre-service teachers learning to teach for ecological citizenship in part by taking a tour of their university’s waste management program. The chapter concludes with a charge for social studies teacher educators to ground their curricula in the places that they and their students inhabit, recognizing that all learning is inherently placed, while shaping a conception of citizenship that positions individual and community action in ecological contexts, not just political, anthropocentric ones.

Original languageEnglish (US)
Title of host publicationRethinking Social Studies Teacher Education in the Twenty-First Century
PublisherSpringer International Publishing
Pages321-338
Number of pages18
ISBN (Electronic)9783319229393
ISBN (Print)9783319229386
DOIs
StatePublished - Jan 1 2015

Fingerprint

social studies
citizenship
teacher
learning
education
educator
waste management
climate change
sustainability
curriculum
community
student

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)

Cite this

Kissling, M. T. (2015). Place-Based Social Studies Teacher Education: Learning to Teach for Ecological Citizenship While Investigating Local Waste Issues. In Rethinking Social Studies Teacher Education in the Twenty-First Century (pp. 321-338). Springer International Publishing. https://doi.org/10.1007/978-3-319-22939-3_17
Kissling, Mark Thomas. / Place-Based Social Studies Teacher Education : Learning to Teach for Ecological Citizenship While Investigating Local Waste Issues. Rethinking Social Studies Teacher Education in the Twenty-First Century. Springer International Publishing, 2015. pp. 321-338
@inbook{a796874c44804eb88a7498b831fdf30d,
title = "Place-Based Social Studies Teacher Education: Learning to Teach for Ecological Citizenship While Investigating Local Waste Issues",
abstract = "This chapter dwells in the intersection of the fields of social studies, teacher education, place-based education, and sustainability education. It is founded on an earthen conception of citizenship referred to as “ecological citizenship,” and it argues that the work of social studies must frame citizenship in this way, particularly given the menacing reality of human-spurred climate change. The crux of the chapter is a story about a social studies teacher educator and social studies pre-service teachers learning to teach for ecological citizenship in part by taking a tour of their university’s waste management program. The chapter concludes with a charge for social studies teacher educators to ground their curricula in the places that they and their students inhabit, recognizing that all learning is inherently placed, while shaping a conception of citizenship that positions individual and community action in ecological contexts, not just political, anthropocentric ones.",
author = "Kissling, {Mark Thomas}",
year = "2015",
month = "1",
day = "1",
doi = "10.1007/978-3-319-22939-3_17",
language = "English (US)",
isbn = "9783319229386",
pages = "321--338",
booktitle = "Rethinking Social Studies Teacher Education in the Twenty-First Century",
publisher = "Springer International Publishing",

}

Kissling, MT 2015, Place-Based Social Studies Teacher Education: Learning to Teach for Ecological Citizenship While Investigating Local Waste Issues. in Rethinking Social Studies Teacher Education in the Twenty-First Century. Springer International Publishing, pp. 321-338. https://doi.org/10.1007/978-3-319-22939-3_17

Place-Based Social Studies Teacher Education : Learning to Teach for Ecological Citizenship While Investigating Local Waste Issues. / Kissling, Mark Thomas.

Rethinking Social Studies Teacher Education in the Twenty-First Century. Springer International Publishing, 2015. p. 321-338.

Research output: Chapter in Book/Report/Conference proceedingChapter

TY - CHAP

T1 - Place-Based Social Studies Teacher Education

T2 - Learning to Teach for Ecological Citizenship While Investigating Local Waste Issues

AU - Kissling, Mark Thomas

PY - 2015/1/1

Y1 - 2015/1/1

N2 - This chapter dwells in the intersection of the fields of social studies, teacher education, place-based education, and sustainability education. It is founded on an earthen conception of citizenship referred to as “ecological citizenship,” and it argues that the work of social studies must frame citizenship in this way, particularly given the menacing reality of human-spurred climate change. The crux of the chapter is a story about a social studies teacher educator and social studies pre-service teachers learning to teach for ecological citizenship in part by taking a tour of their university’s waste management program. The chapter concludes with a charge for social studies teacher educators to ground their curricula in the places that they and their students inhabit, recognizing that all learning is inherently placed, while shaping a conception of citizenship that positions individual and community action in ecological contexts, not just political, anthropocentric ones.

AB - This chapter dwells in the intersection of the fields of social studies, teacher education, place-based education, and sustainability education. It is founded on an earthen conception of citizenship referred to as “ecological citizenship,” and it argues that the work of social studies must frame citizenship in this way, particularly given the menacing reality of human-spurred climate change. The crux of the chapter is a story about a social studies teacher educator and social studies pre-service teachers learning to teach for ecological citizenship in part by taking a tour of their university’s waste management program. The chapter concludes with a charge for social studies teacher educators to ground their curricula in the places that they and their students inhabit, recognizing that all learning is inherently placed, while shaping a conception of citizenship that positions individual and community action in ecological contexts, not just political, anthropocentric ones.

UR - http://www.scopus.com/inward/record.url?scp=84956791725&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84956791725&partnerID=8YFLogxK

U2 - 10.1007/978-3-319-22939-3_17

DO - 10.1007/978-3-319-22939-3_17

M3 - Chapter

AN - SCOPUS:84956791725

SN - 9783319229386

SP - 321

EP - 338

BT - Rethinking Social Studies Teacher Education in the Twenty-First Century

PB - Springer International Publishing

ER -

Kissling MT. Place-Based Social Studies Teacher Education: Learning to Teach for Ecological Citizenship While Investigating Local Waste Issues. In Rethinking Social Studies Teacher Education in the Twenty-First Century. Springer International Publishing. 2015. p. 321-338 https://doi.org/10.1007/978-3-319-22939-3_17