Enhancing sustainability education through critical reading: a qualitative study in a Spanish primary school.
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| Title: | Enhancing sustainability education through critical reading: a qualitative study in a Spanish primary school. |
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| Authors: | Muela-Bermejo, Diana1 (AUTHOR) dmuela@unizar.es, Pérez-Martínez, Laura1 (AUTHOR) |
| Source: | Environmental Education Research. May2025, Vol. 31 Issue 5, p1033-1047. 15p. |
| Subject Terms: | *Children's literature, *Primary schools, *Educators, Consciousness raising, Ecocriticism |
| Abstract: | This research explores how picturebooks can enhance ecocritical awareness and sustainable attitudes among 97 primary school children aged 8–9 in a Spanish school. The study includes 24 reading sessions in three formats: individual, small group, and adult-mediated. The selection of the corpus for children's readings aligns with theoretical studies focusing on an ecocritical approach to children's literature, a scholarly perspective that has gained prominence in recent decades. Results indicate that adult-mediated sessions are more effective than individual or small-group readings, fostering greater emotional and cognitive engagement. While students generally showed an ecocentric perspective, an anthropocentric view of sustainability persisted. The study highlights that, although guided reading is beneficial, a more integrated and multidimensional educational approach is needed to cultivate a regenerative consciousness. The educator's role is crucial for guiding students toward deeper, more meaningful ecocritical understanding. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This research explores how picturebooks can enhance ecocritical awareness and sustainable attitudes among 97 primary school children aged 8–9 in a Spanish school. The study includes 24 reading sessions in three formats: individual, small group, and adult-mediated. The selection of the corpus for children's readings aligns with theoretical studies focusing on an ecocritical approach to children's literature, a scholarly perspective that has gained prominence in recent decades. Results indicate that adult-mediated sessions are more effective than individual or small-group readings, fostering greater emotional and cognitive engagement. While students generally showed an ecocentric perspective, an anthropocentric view of sustainability persisted. The study highlights that, although guided reading is beneficial, a more integrated and multidimensional educational approach is needed to cultivate a regenerative consciousness. The educator's role is crucial for guiding students toward deeper, more meaningful ecocritical understanding. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13504622 |
| DOI: | 10.1080/13504622.2024.2408428 |
