Socio-environmental conflicts and the path to greater environmental justice: interpretations by social work educators.
The article presents the results of a study conducted in northern Chile that sought to determine how social work educators interpreted the socio-environmental conflicts taking place in their territories. Based on these interpretations, we discuss the educational capabilities required to guide learni...
| Publicado en: | Social Work Education Vol. 43; no. 5; pp. 1302 - 1321 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Jul2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=180732444&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 180732444 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Jul2024 vid: 43 iid: 5 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 180732444 10.1080/02615479.2023.2174509 ppf: 1302 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: P size: 2MB tig: atl: Socio-environmental conflicts and the path to greater environmental justice: interpretations by social work educators. aug: au: Sepúlveda Hernández, Elia affil: School of Social Work, Santo Tomas University, La Serena, Chile su: Chile Social work education Environmental justice Environmental ethics Critical thinking sug: subj: Social work education Environmental justice Environmental ethics Chile Other Individual and Family Services Critical thinking keyword: environmental justice professional role social work education social work educators Socio-environmental conflicts environmental justice professional role social work education social work educators Socio-environmental conflicts ab: The article presents the results of a study conducted in northern Chile that sought to determine how social work educators interpreted the socio-environmental conflicts taking place in their territories. Based on these interpretations, we discuss the educational capabilities required to guide learning processes that ultimately result in greater environmental justice. The study was qualitative, comprising interviews and content analysis. Our findings indicate that extractivism, the absence of the state, and the political struggle between extracting and conserving must comprise the backdrop against which we think about pedagogical processes focused on environmental ethics, the eco-territory, and critical thinking regarding our professional role and its complexities. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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