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Cultural Studies of Science Education

, Volume 9, Issue 4, pp 809–824

First Online: 04 February 2014Received: 19 December 2013Accepted: 19 December 2013

Abstract

Katherine Fogelberg’s insightful study of the messages of zoo signs describes the complex, sometimes contradictory nature of the messages they communicate. The construction and content of signs are influenced by institutional power. Fogelberg argues that the creation of zoo signage designed to inform the public can, through its messages, silence a perspective of care and compassion for animals. The research presented in the following article extends discussion about the value of critical considerations of cultural and institutional messages created and read in another type of setting designed to educate and inform, the school learning setting. The article reports on a project that engaged novice teachers in explorations of the nature and types of environmental messages found in learning settings. During our inquiry work together, novice teachers suggested areas of particular concern to them, and began to construct ideas about aspects of their work in which they plan to take action or engage in future inquiry. The research also reveals some of the challenges involved when novice educators first begin the process of engaging in semiotic interpretive readings of learning settings.

KeywordsSemiotic interpretive studies Environmental education Novice teacher engagement Lead Editor: L. Bencze.

This review essay addresses issues raised in the K. Fogelberg paper, Unsilencing voices: A study of zoo signs and their language of authority.

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Author: Bonnie Shapiro

Source: https://link.springer.com/



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