by Nina Goga, Lykke Guanio-Uluru, Bjørg Oddrun Hallås, Sissel M. Høisæter, Aslaug Nyrnes & Hege Emma Rimmereide
This article argues that revisions of curricula in teacher education, undertaken in response to the UN’s Agenda 2030, goal 4.7, and the OECD’s The Future of Education and Skills, need to consider new ways of teaching topics related to current environmental issues. Grounded in ecocriticism and dialogic teaching practices, this article promotes ecocritical dialogues, as developed by the research group Nature in Children’s Literature and Culture, as one viable teaching approach. Ecocritical dialogues engage with a conceptual figure developed by the group, the NatCul Matrix, which functions as a grid for the discussion of different materials, texts, and practices, in dynamic dialogue with main figures of thought in the environmental discourse. The article further proposes a set of questions as a framework for setting up ecocritical dialogues. Ecocritical dialogues aim to enable student teachers to experience and reflect upon environmentally oriented teaching practices.
Available online as open access