Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE)

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Khatun, F. (2019). Bangladeshi young people's ecoliteracy in postcolonial times. Thèse de doctorat inédite, Southern Cross University, Lismore, Australia.


This research explores Bangladeshi young people’s ecoliteracy and how such literacy is socially and culturally influenced. At present, Bangladesh has no particular policy document on environmental education for school education. There is also a serious dearth of research focused on environmental education in Bangladesh (and other majority countries) and little research has focused on Bangladeshi young people’s ecoliteracy. The theoretical foundations of this study are in the intersecting areas of socioecological theory and postcolonial theory. These theories help to explain the postcolonial socioecological context of Bangladeshi young people’s ecoliteracy. A child-framed ethnographic methodology was used as the overarching mode of enquiry. The study was conducted in two districts of Bangladesh—Dhaka and Jessore—involving 28 coresearchers and 84 participants aged between 14 and 15 from four different secondary public and private schools. The applied child-framed research methodology required qualitative representation of data, rather than a traditional qualitative data presentation and analysis. Data representation and analysis are presented in four chapters—young people’s environmental perceptions and beliefs, young people’s environmental awareness and knowledge, young people’s environmental agency, and postcolonial and socioecological influences on young people’s ecoliteracy. The young people revealed a rich tapestry of ecoliteracy. While ecological knowledge was limited among some young people, environmental issues such as climate change were revealed as an omnipresent consciousness in Bangladeshi culture. The research revealed a deep level of systemic environmental inaction due to traditional and colonial concepts of the environment and education, which continue to dominate Bangladeshi culture. This research further revealed significant gaps in environmental education research related to young people’s environmental perceptions, sensitivities, concerns and agencies in less advantaged majority contexts such Bangladesh. This study has the potential to considerably inform environmental education policy formulation and curriculum development in Bangladesh.


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Adresse civique

Université de Montréal
Faculté des Sciences de l'Éducation
90, avenue Vincent d'Indy
Pavillon Marie-Victorin – C-536
Outremont (Québec) H2V 2S9

Adresse postale

Université de Montréal
Faculté des Sciences de l'Éducation
CRIFPE – C-543
C.P. 6128, succursale Centre-ville
Montréal (Québec) H3C 3J7