NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ891598
Record Type: Journal
Publication Date: 2010
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1559-5692
Conceptualizing Environmental Refugees in Education: A Transformative Language-Learning Framework
Goulah, Jason
Diaspora, Indigenous, and Minority Education, v4 n3 p192-207 2010
Environmental refugees are increasing worldwide. Consequently, a theoretical framework is necessary for conceptualizing them in education. This article breaks new ground by providing such a framework in education, in general, and bilingual-bicultural education, in particular. The framework is grounded in O'Sullivan's (1999, 2002) transformative learning theory and Goulah's (e.g., 2006, 2007a, 2007b, 2008, 2009a, 2009b, in press) applications of it to language education, and it conceptualizes environmental refugees' sociocultural and sociopolitical experiences with a focus on maintaining their native languages and cultural practices and empowering them in their relocated areas. This article also presents the cultivation of "planetary spatial literacies" as an example in praxis of the proposed transformative bilingual-bicultural approach based on the framework. This approach is offered not only as a means of maintaining environmental refugees' native languages and cultural practices, but also as a means of preparing them and their native English-speaking, non-environmental refugee peers for "green-collar" jobs. (Contains 2 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A