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The role of myths in students discussing ‘pest’–agriculture relations

Vidal, M; Simonneaux, J; Levinson, R; (2021) The role of myths in students discussing ‘pest’–agriculture relations. Cultural Studies of Science Education , 16 (4) pp. 1197-1209. 10.1007/s11422-020-10013-9. Green open access

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Abstract

Socio-scientific issues and socially acute questions enable moral judgement through rational, emotional, intuitive and imaginative thinkings. Our research focuses more specifically on the place of the myth in student discussions about controversial issues. We have analysed the mythemes expressed through online exchanges between students from England, France and New Zealand about three ‘pest’–animal issues, the ‘pests’ in question being the Badger (England), Wolf (France) and Possum (New Zealand). We observe the expression of recurrent mythemes by issue, one demonizing the animal and encouraging its destruction or control, one protecting its proper nature, one ambivalent proposing a dialogue between the two first ones. These expressions relate to the living socio-cultural contexts of the students. The mytheme expressed by each student remains stable during the discussion. The potential of myths to enable critical thinking in intercultural communication is discussed.

Type: Article
Title: The role of myths in students discussing ‘pest’–agriculture relations
Open access status: An open access version is available from UCL Discovery
DOI: 10.1007/s11422-020-10013-9
Publisher version: https://doi.org/10.1007/s11422-020-10013-9
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
UCL > Provost and Vice Provost Offices > School of Education
UCL
URI: https://discovery.ucl.ac.uk/id/eprint/10147251
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