Global Citizenship, Ecomedia and English Language Education

Thank You
Contents
Abbreviations
List of Figures
List of Tables
Chapter 1: Introduction: Perspectives from a Proleptical Position
	The Case for Eco-documentaries in the Language Classroom
		Eco-documentaries and Nature Films
	An Antinomy of Teaching and Learning with Eco-documentaries
	Structure of the Book
Chapter 2: Discourse and Language Education
	Discourse Literacies as the Main Objective of English Language Education
		Towards ‘Critical’ Discourse Literacies
			Discourse Literacies: The Plural Matters
			Developing an Awareness of Discourse Structures
			Human Rights as a Value Base
		Discourse Literacies and the Ideal of Bildung
	Discourse Literacies and Education for Sustainable Development
		Sustainability as a Cultural Discourse
			Agenda 2030 and the Sustainable Development Goals
		Sustainability in Language Education in Germany
		Criticism of Education for Sustainable Development
			The SDGs and ESD Exhibit Too Strongly a Neo-liberal Focus
			Education Is Being Instrumentalised for Ideological Reasons
			There Is a Strong Anthropocentric Focus in the Notion of Sustainability and ESD
		First Steps Towards a Language Education for Sustainable Development
	Discourse Literacies and Education with and about (Documentary) Film
		Understanding Eco-documentaries as Discourse Fragments
		Synchronising Notions of Bildung
		Eco-documentaries as Experiences of Crisis
		Conceptualising Film Literacies in Language Education
			Film Literacies in German Curricula for English Language Education
			Film Literacies Versus Film Competence
			Intersections Between Film Literacies and Filmbildung
	Summary
Chapter 3: Ecology and Citizenship
	Contours of Language Education for Sustainable Development
		Ecocriticism and the Environmental Turn in Literary and Cultural Studies
			Waves and Forces
			Common Threads in a Diverse Field of Study
		From Ecocritical Theory to Educational Principles for Transformative Action
		Greening the Language Classroom: Principles for Transformative Action
	Ecoliteracies: Concepts, Dimensions, Goals
		Knowing the Systems: The Functional Dimension of Ecoliteracies
		Asking the Right Questions: The Critical Dimension of Ecoliteracies
		Rethinking the Status Quo: The Cultural Dimension of Ecoliteracies
			The Current Paradigm: Intercultural Learning
			The Incompatibility of ICC and Language Education for Sustainable Development
	Climate Change as a Question of Dignity: Human Rights Education and Pedagogies of Hope
		Slow Violence and Slow Hope
		Human Rights Education as Pedagogy of Hope
	Contouring a Global Citizenship Education Framework
		Global Citizenship Education as Discourse: A Short Overview
			Soft Versus Critical GCE
			Philosophical Approaches to GCE and the Role of Culture
			Conceptual Orientations of GCE Pertinent to Environmental Learning
		A Closer Look: Cosmopolitan Readings of Global Citizenship Education
	Walks and Journeys: An Eco-cosmopolitan Approach to Citizenship
		From Citizenship to Citizenships: A Short Conceptual Overview
		Environmental Citizenships
		The Environment, Cosmopolitanism, and Risk: Towards Eco-cosmopolitan Global Citizenship
			The Walk Within: Introspection, Situatedness, and Response-Ability
			The Journey Outside: Concentric Circles, Scaling, and Discourse Literacies
	Summary
		The Theoretical Framework: Eco-cosmopolitan Global Citizenship Education
		The Methodological Framework: Classroom Principles for Language Education for Sustainable Development
Chapter 4: Documentary Film
	The Challenge of Defining Documentary in the Digital Age
		(1) Through the Self-understanding of Its Practitioners
		(2) The Texts That Are the Products of That Practice
		(3) A Constituency of Viewers
	The Treatment of Actuality Over Time: A Short History of Documentary
		From the Origins of Documentary to Its Golden Years
			War-Time Documentary
			The Post-war Era and the Golden Age of Documentary
		Documentary in the Twenty-First Century: The Ship of Theseus
			Satellite TV and the Internet: Revolution in Distribution
			The Hollywoodisation of Documentary
			The Status Quo: Recent Approaches to Defining Documentary in Academic Discourse
			A History of Change
	A Question of Treating Which Actuality: What Constitutes Realities of Film
		Reality Film and the Claim to Truth
		Self-reflexivity
		Faction
		Documentary as an Argument About Reality
	Classifying Documentary: Non-fiction Models and Cinematic Modes
		Classification Within Documentary I: Non-fiction Models
		Classification Within Documentary II: Cinematic Modes
	Documentary Is in the Eye of the Beholder: On the Role of Reception in Defining Documentary
		Documentary as a Mode of Reception
			Pragmatics Versus Semiotics
			Factuality Contract
		The Feeling Recipients: Documentary’s Emotional Appeal
			Willing Suspension of Disbelief
			Experiencing Film
		The Acting Recipients: From Viewers to Prosumers
	A Genre That Defies Definition: Documentary Between Objectivism and Relativism
		Documentary as a Fluid Genre
			Genre as a Circular Process
		Eco-documentaries as Multimodal Designs
		Documentary Between Objectivism and Relativism
	Summary
		Implications for Eco-documentaries
Chapter 5: Eco-documentaries in English Language Education
	Focus on the Learners’ Role: Experiencing Film and Viewer Response
		Experiencing Eco-documentaries in English Language Education
		Viewer Response and Reception Aesthetics
		On the Importance of Integrating Emotions and Rationality
	Focus on the Literacies Involved: Multitudes and Pluralities I
		Multimodal Literacies
		Aesthetic and Genre Literacies
		Narrative Literacies
		Communicative Literacies
		Critical Literacies
		Cultural Literacies
		Ecoliteracies
		A Multitude of Literacies
	Focus on the Learning Process: Multitudes and Pluralities II
		Principles for Deeper Learning
			Teachers as Designers
			The Dialogic Classroom
			Explicitness and Transparency
			Learner Centredness
			Multimodality and Multiliteracy
			Scaffolding
		Four Knowledge Processes
			Experiencing the Known, Experiencing the New
			Conceptualising by Naming, Conceptualising with Theory
			Analysing Functionally, Analysing Critically
			Applying Appropriately, Applying Creatively
		Task-Based Film Education
		Six Principles and Four Knowledge Processes
	Summary
Chapter 6: The Framework
	Creating the Framework
		The Designing Process and the Outcome
	Working with the Framework
		Main Objectives and Key Principles
		Literacies Development with A Life on Our Planet
			Towards a Sense of Agency: Experiencing A Life on Our Planet
			Biodiversity and Storytelling: Conceptualising with A Life on Our Planet
			Narratives and Perspectives: Analysing A Life on Our Planet
			Grassroot Projects: Applying A Life on Our Planet
			Staging a Screening at the Local School: Active Participation for Global Citizenship
	Summary
Chapter 7: Conclusion: Cultivating Global Citizenship Education Through Eco-documentaries in the English Language Classroom
	One: Critical Eco-cosmopolitanism—Global Interconnectedness, Shared Responsibility, and Multiple Citizenships
	Two: Multiliteracies and Faction—Multimodal Storytelling in Documentaries
	Three: Learner Agency—Empowerment and Active Citizenship from the Onset
	Four: Necessary Change for Global Citizenship
	Outlook
References
	Filmography
Index