Translation urgency in our climate-challenged times: co-producing geographical knowledge on El Niño in Peru.
This paper makes a case for revisiting the understandings of translation to enhance the co-production of geographical knowledge on climate change. Specifically, it offers insights about the potential role that schoolteachers and students can have as knowledge producers in relation to climate change...
| Publicado en: | Scottish Geographical Journal Vol. 140; no. 1/2; pp. 248 - 262 |
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| Autores principales: | , , , , , , , , , , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Mar-Jun2024
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=177338135&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 177338135 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14702541 8NB jtl: Scottish Geographical Journal issn: 14702541 maglogo: N pubinfo: dt: Mar-Jun2024 vid: 140 iid: 1/2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 177338135 10.1080/14702541.2023.2289496 ppf: 248 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.9MB tig: atl: Translation urgency in our climate-challenged times: co-producing geographical knowledge on El Niño in Peru. aug: au: Laurie, N. Healy, G. Bell, I. Calle, O. Carmen, M. Cornejo, S. Davies, A. Mendo, T. Puescas, C. Schofield, V. Valdez, A. White, R. M. affil: School of Geography and Sustainable Development, University of St Andrews, Scotland, UK IOE, UCL's Faculty of Education and Society, UCL, London, UK Department of Education, University of Oxford, Oxford, UK Asociación Benéfica PRISMA, Lima, Peru UGEL Sechura, Sechura, Peru su: El Niño Deserts Educational innovations Research personnel Curriculum planning Peru sug: subj: Peru El Niño Deserts Educational innovations Research personnel Curriculum planning keyword: climate change Co-production of knowledge El Niño phenomenon geographical education translation ab: This paper makes a case for revisiting the understandings of translation to enhance the co-production of geographical knowledge on climate change. Specifically, it offers insights about the potential role that schoolteachers and students can have as knowledge producers in relation to climate change by drawing on a case study of collaborative research on El Niño in Sechura, northern Peru. We call for researchers to pay greater attention to how co-production can be achieved through the integration of research agendas and practice with curricula development and innovation in school education. We contribute to work on how a generational shift in understanding about climate adaptation can be achieved through exploring communities' knowledge of the lesser-known opportunities of the El Niño phenomenon in northern desert regions. We conclude by arguing that revisiting how geography engages in and with translation is an urgent priority in climate-challenged times. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Scottish Geographical Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Scottish Geographical Journal holder: Taylor & Francis Ltd dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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