Abstract
The preceding two chapters have demonstrated the potential of exploring environmental learning situations using lenses focused on the role of emotions and values and issues of relevance. In this chapter, the analysis continues using a lens that includes the perspective of teachers as well that of learners. Our focus here is on environmental learning situations in terms of the interactions between the viewpoints of students and the viewpoints of teachers. Using this lens, we consider four types of teacher–student conflict situations that arose within our studies of school and university environmental learning. These concern differences in viewpoints between teachers and students on: environmental issues; what is topical or controversial; what is relevant for a specific curriculum subject and the nature and value of empathy tasks. We finish by drawing out some key messages concerning the what, where and how of environmental learning.
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Rickinson, M., Lundholm, C., Hopwood, N. (2009). Negotiating Viewpoints Among Students and Teachers. In: Environmental Learning. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2956-0_7
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DOI: https://doi.org/10.1007/978-90-481-2956-0_7
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