세계지리 교과서의 에너지 관련 내용에 대한 언어네트워크와 비판적 담론 분석

초록

This study argues what energy-related texts in world geography textbooks look like through semantic network and critical discourse analysis from the perspective of energy transition and energy citizenship, including education for sustainable development (ESD), and what their implications and limitations are. Energy-related texts in world geography textbooks assume energy as a resource and are biased around the distribution, movement, production, and consumption of energy resources. Therefore, energy-related texts in world geography textbooks fail to illuminate energy issues from the perspective of climate change and Anthropocene, which have recently emerged as important, and thus determine the limitations that do not reach the practice of energy justice and active energy citizenship for sustainable development and the future. Based on these confirmed energy discourses, it is argued that geography education through energy should develop into energy justice and the practice and action of energy citizenship in order to conform to education for sustainable development.

키워드