Student Learning Outcomes addressed in this assignment
Student Learning Outcomes addressed in this assignment
Students will develop a research question situated in their own educational contexts to investigate the role and/or implications of education in relation to climate crisis.
Students will use different theories and perspectives (e.g., posthumanism, ecofeminism, SF, etc.) to analyze an educational phenomenon, policy, or national curriculum standard in a context of interest to them.
Students will demonstrate understanding of the role of education in the Anthropocene.
Students will illustrate connections between human exceptionalism and/or human-centered models of education and climate crisis (e.g., through the analysis of curriculum content, race/gender dynamics, etc.).
Students will demonstrate how this policy/curriculum analysis fits into the larger picture/conversation about education quality and sustainable development more broadly.
Instructions
Select an education policy or curriculum document in preparation for the policy/curriculum analysis paper. Share a summary of the policy/curriculum/practice (100-250 words) with the instructors via Canvas. Explain how this policy/practice/curriculum relates to the discussions/concerns in the context of the Anthropocene, how it plays out in the global/local context, and what you hope to gain by analyzing the document. (Module 3)
Analyze the policy keeping in mind the key questions to consider (below). Instructors will be available to answer questions by Slack and Zoom. You are encouraged to share drafts with your peers to ask for feedback as well.
Submit your 2000 word, final policy/curriculum analysis via Canvas (Module 7).
QUESTIONS TO CONSIDER AND ELEMENTS TO INCLUDE
Provide a brief background and/or historical overview of how this policy/phenomenon emerged or became institutionalized.
Summarize the key points or goals of the selected policy/practice/curriculum and explain how it relates to the climate crisis.
What question are you asking of this policy/curriculum, in the context of the climate crisis?
Choose a theory/concept covered in class or previous coursework to use as a lens through which to view the policy/curriculum/phenomena (e.g., ecofeminism, posthumanism, common worlds framework, decolonial theory, SF, etc.).
Discuss implications and potential impact of the policy/phenomena in relation to the climate crisis and more broadly, the Anthropocene.
Be sure to make an explicit connection between human exceptionalism and/or human-centered education in your chosen policy/curriculum and the climate crisis (e.g., through the analysis of curriculum content, race/gender dynamics, etc.) while situating your analysis in the big picture context of education in the Anthropocene.
Discuss how and if non-human beings are conceptualized in this piece. Are they present or absent? Are they treated as actors or resources to be consumed?
Part 2:
M7: Final Course Reflection – Test
From 2023FallA-X-GLE598-82906-82905
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Instructions
Write a final reflection on the topics covered in the course. “Education in the Anthropocene” began with a discussion of the current context of our climate catastrophe in the Anthropocene. Over the course of our 7 modules, we discussed the role of the human in perpetuating and exacerbating the climate crisis. We also explored different more-than-human worlds and relationships and engaged with science fiction, speculative fabulation, science fact, and other SFs to see beyond different horizons.
What surprised or intrigued you across the 7 modules? What will you take with you from these interactions and experiences?
How did the readings and discussions connect to the overall course theme “Education in the Anthropocene”?
How did our discussions and readings apply to your context as an educator?
Of the theories that we studied, which on(s) do you think needs to be incorporated in your educational setting and why?
How did the concepts that we learned help you analyze education policies/practices differently?
Please write a brief, 300-word reflection on the topics and literature that we covered together in GLE 598 Education in the Anthropocene.
Please remember to fill the course evaluation.
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