Abstract
In this chapter, the field of tension between normative, affective and critical, cognitive learning objectives is dissolved by means of conceptualising ecoliteracies and film literacies not as opposing but as mutually complementing areas of learning, which are embedded in the overarching learning objective of language education, the development of an ability to participate in discourses.
This chapter discusses a critical notion of discourse literacies (Marxl and Römhild (Fremdsprachen Lehren Und Lernen (FLuL) 52(1): 102–117, 2023)) as the main objective of language education. Discourse literacies are established to embrace both an awareness of discursive structures and self-reflection with human rights as a value basis, thus rendering the concept critical, rather than functional. Based on the recognition of sustainability as a cultural discourse (e.g., Mayer & Wilson, 2006; Hulme (Weathered. Cultures of climate. Sage, 2017)), this chapter explores discourse literacies as the unique contribution that language education can make towards the overarching goal of sustainability and global citizenship. It also explores the relationship between discourse literacies and education with and about (documentary) film. This involves a discussion of education with and about documentary films in light of the German term Bildung, with eco-documentaries being explored as experiences of crises (Decke-Cornill (Zum Verhältnis von Bildung und Film. In G. Blell, A. Grünewald, M. Kepser, & C. Surkamp (Eds.), Film in den Fächern der sprachlichen Bildung (pp. 63–75). Schneider Verlag, 2016)).
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Notes
- 1.
These objections largely originate from the perspective of scholars working in the field of literature pedagogy. They warn against a “de-culturalisation” (see, e.g., Rössler, 2008) and a displacement of contents related to target cultures, to the benefit of a functional-pragmatic orientation towards output (Rössler, 2008; Grimm et al., 2015, p. 176).
- 2.
While the Agenda 2030 SDGs may be interpreted in light of the Millennium Development Goals and their focus on fighting poverty, the SDGs represent considerable advancement in that they also acknowledge poverty in industrialised countries (the ‘Global North’), expanding their focus beyond poverty, to include education, global warming, infrastructure, nonhuman species, and political institutions.
- 3.
In a publication specifically designed for educational purposes, UNESCO (2017) specifies cognitive, socio-emotional, and behavioural learning objectives associated with each of the 17 SDGs. For instance, the first cognitive learning objective for SDG 11, Sustainable Cities and Communities, reads, “The learner understands basic physical, social and psychological human needs and is able to identify how these needs are currently addressed in their own physical urban, peri-urban and rural settlements” (UNESCO, 2017, p. 32). These goals may serve as additional planning guidance for educators.
- 4.
In Germany, this is sometimes referred to as ecodidactics (Garrard, 2014, p. 9; see also, e.g., Mayer & Wilson, 2006a; Basseler, 2014). Here, the plural form serves as an umbrella term for all educational approaches concerned with environmental or ecological issues. Misiaszek defines ecopedagogies as “transformational environmental pedagogies centered on ending socio-environmental injustices” (Misiaszek, 2018, p. 3). Misiaszek’s understanding of ecopedagogies is examined in more detail in Chap. 3. Ecopedagogies include, for instance, environmental education and education for sustainable development.
- 5.
One of the first definitions of ecocriticism is provided by Cheryll Glotfelty who, in The Ecocriticism Reader, defines it as “the study of the relationship between literature and the physical environment” (1996, p. xviii). For a more comprehensive discussion of ecocriticism, ecopedagogy, and associated literacy areas, see Chap. 3.
- 6.
Other notable contributions were made by Garrard (2012c), Volkmann (2012; see also Volkmann et al., 2010), Deetjen and Ludwig (2021a), Bartosch and Ludwig (2022), and the contributors to Surkamp (2022) edited volume. Teacher journals also offer a wealth of material fit for practical use (see, e.g., Basseler, 2014; Summer, 2021b).
- 7.
See Beckford (2021) for a discussion of further versions of ecopedagogies, including environmental education (EE), education for sustainable development (ESD), environmental sustainability education (ESE), and education for environment and sustainability (EES).
- 8.
This thought is particularly interesting with regard to a film like A Life on Our Planet, which uses the timeline of Sir David Attenborough’s life as a canvas to tell a story of economically positive and environmentally negative development or progress.
- 9.
Stoddard (2007) found that if high school history students’ views align with the views of the filmmaker presented in documentary films, a strong confirmation bias could be observed, that is the students do not see nuances and deviating perspectives. As Hess (2007, p. 194) notes, the same study indicates that “many students and their teachers trust documentary films as valid sources of information and as authentic representations that depict what happened in the past.”
- 10.
The original was published in 1929. The edited German version, which is listed in the bibliography, is available as Bakhtin, 1971.
- 11.
Based on her own teaching experience, Decke-Cornill (2016, p. 74) warns that the teaching and learning processes should not stop at the experience of crisis and confusion. In this context, Combe and Gebhard (2012, p. 20; author’s translation) suggest that three elements—“the crisis-like, confusing initial constellation,” “the role and weight of imagination,” and “the chance to verbalise the occurrence for oneself and for others”—are fundamental to striking the fine balance necessary to facilitate processes of experience and education.
- 12.
The significance of experiencing film, that is Filmerleben, in the learning process with and about eco-documentaries is discussed later in this book. Following Bergala’s line of argumentation consistently would perhaps lead to the exclusion of aspects of fascination and enjoyment in the learning process. This would result in a rather strong focus on object-oriented analysis, which is not necessarily desirable when it comes to learning about climate change with these films.
- 13.
In some instances, Hallet (e.g., 2016b) and other authors use the term Filmverstehen (literally: film comprehension or understanding film), which serves to prove the point that translating literacy into German can be difficult—Hallet describes this choice of word as “awkward” himself (Hallet, 2016b, p. 177; ungelenk in the German original). Filmverstehen, however, is an unfortunate term, as it implies a rather strong focus on reception, in lieu of language production and active discourse participation.
- 14.
In fact, Lütge proceeds to refer to Filmkompetenz as film literacy in more recent works published on the topic of teaching and learning with film (particularly Lütge, 2012, p. 12). There, she explains that film literacy is a complementary construct to the more reception-focused Hörsehverstehen (Lütge, 2012, p. 17).
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Römhild, R. (2023). Discourse and Language Education. In: Global Citizenship, Ecomedia and English Language Education. Palgrave Studies in Education and the Environment. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-44674-0_2
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