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