Environmental literacy in ethnic Korean textbooks in China

Abstract The environmental issues has transcended the confines of national boundaries and become global concerns. To address these matters, Environmental Education (EE) has emerged as a pivotal strategy aimed at elevating students’ awareness, knowledge, and attitude towards the environment. In this light, China has incorporated EE into its official curriculum since 2003. Given that China is a multiethnic nation with 56 officially acknowledged ethnic groups, schools catering to minorities are also required to integrate EE into their curricula, as mandated by the PRC government. Against this backdrop, this study appraises the environmental content of three textbooks: Morality and the Rule of Law, Korean Language, and Character and Society, published by Yanbian Education Publishing House in 2016 for Chosunjok (ethnic Koreans), which represents the 13th largest minority group in China. To reveal the underlying ideologies and cultural values embedded in environmental texts, this study employs critical Curriculum theories and environmental literacy (EL) as analytical frameworks. The findings are organized into three categories: Knowledge, Affective, and Behaviour, which are the primary components of EL. The Behaviour category is given the most emphasis, as it encourages students to take responsibility for environmental protection. The Knowledge and Affective categories are also well-represented in the texts. However, the study observes a tendency to avoid discussing current environmental issues in China and to attribute environmental problems to dominant groups without clear explanations. Therefore, the article recommends that critical perspectives be promoted among students and teachers to enhance the quality of environmental education and reveal concealed ideologies in environmental discourse.


PUBLIC INTEREST STATEMENT
My research concentrates on the critical discourse analysis of Chosunjok textbooks in the field of Environmental Education (EE).By analysing the language, narratives, and representations within these textbooks, I aim to uncover underlying power structures and ideologies that shape environmental knowledges and values.Through this analysis, I intend to identify potential biases, voids, and limitations in the contents of textbook, and propose strategies for improving the efficacy of environmental education materials.By critically evaluating the ways in which environmental issues are framed and communicated in ethnic minority textbook, I aspire to contribute to the development of more inclusive, culturally responsive, and transformative educational resources.Ultimately, my research aims to empower educators, policy makers, and curriculum developers to foster critical thinking so that textbook to be published with the proper education purposes.

Introduction
The importance of addressing environmental issues and biodiversity loss is increasingly recognized worldwide.In 2021, the "Leaders" Summit on Climate" was convened in Glasgow, with 40 leaders from around the world in attendance.These leaders pledged to take collective action to reduce carbon emissions.For example, China, the world's largest emitter of carbon dioxide, accounting for 30% of global emissions, and the United States, the second-largest emitter with 15%, committed to reducing their emissions by 50% by 2030, relative to 2005 levels (Lepesant, 2021).Environmental education is widely regarded as one of the most effective ways to address environmental problems, but there are often discrepancies between policies and research findings and their actual implementation in school curricula (Carleton-Hug & Hug, 2010).In China, little is identified about the extent to which environmental education has been integrated into the school curriculum, including textbooks, and how these materials are used to promote environmental issues.Despite the growing importance of environmental education in China, research on the fundamental component of Environment Literacy (EL) content in school textbooks, specifically for ethnic minorities, has been limited.While Curdt-Christiansen (2021) and Lee (2015) have examined environmental content in Chinese and Korean language textbooks, there have been few studies exploring EL, a significant aspect of EE, in the Chosunjok 1 Chinese and Korean textbooks used by ethnic Koreans in China.The ethnic Korean population in China primarily resides in the Northeastern region, including the capital cities of Shenyang, Harbin, and Changchun, where industrial and manufacturing facilities are concentrated.A study by Du et al. (2021) revealed that out of the 35 cities in Northeastern China, 25 have been significantly affected by air pollution, causing detrimental health effects on the local population.Therefore, this study seeks to explore how Chosunjok textbooks portray the environmental issues prevalent in the Northeastern provinces of China and how EL components are incorporated into these textbooks.
In light of China's rapid economic growth, it is noteworthy that four of the world's 20 most polluted cities are located within its borders (Wu et al., 2021).The deleterious effects of severe environmental pollution on both the ecological environment and human health have become increasingly apparent, leading to a deceleration in economic growth and a deterioration in public health.To address these issues, the Chinese government has implemented a range of regulations and enforcement measures aimed at mitigating environmental problems.Notably, the Chinese Ministry of Education has mandated the integration of EE into all disciplinary textbooks since 2003, including those used by ethnic minority groups (Xiong, 2014;Zhou, 2018).However, it is important to note that textbooks in China, including those utilized by minority groups, are subject to monitoring and screening by the Chinese Communist Party (CCP).This can potentially lead to the inclusion of the Party's governing ideologies, norms, and values in the curriculum.In addition, ethnic minorities are required to adhere to the EE guidelines established by the PRC government.While the compilation of textbooks for Chosunjok ethnic Koreans is independently conducted by the Yanbian Publishing House, these textbooks must still align with the PRC's EE policies and the curriculum standards developed by the Ministry of Education.As a result, Chosunjok faces limitations in achieving environmental sustainability targets on their own.Nevertheless, there is a dearth of studies focusing on this specific group.Hence, this study seeks to elucidate the characteristics of how Chosunjok minority textbooks portray EE within their unique curriculum.
According to a study (Iwaniec & Curdt-Christiansen, 2020), textbooks are frequently utilized as a means of promoting environmental awareness.Tao (2012) further posited that the integration of education (EE) into interdisciplinary school subjects represents an effective strategy for addressing current and future environmental challenges, while also fostering a closer relationship between society and the natural environment.As such, it is necessary to examine interdisciplinary subjects in order to assess the extent to which EE is incorporated into the school curriculum (Tao, 2012, p. 84).Henceforth, this study seeks to analyse a range of interdisciplinary textbooks, including Korean language, Morality and the rule of law, and Character and society, utilized by the Chosunjok minority in China.The selection of these textbooks is predicated upon the fact that language textbooks embody cultural values, including the governing ideologies of the nation and the target society, as well as environmental ethics (Lee, 20210).It is worth noting that the 2003 guideline issued by the MOE in China mandates the inclusion of environmental ethics in Morality and rule of law textbooks for the students' benefit.Similarly, the Character and society textbook seeks to cultivate a sense of responsibility in students towards their society and nation (Kang & Lee, 2022), while simultaneously reflecting the political ideology and orientations (Ye, 2022).Taking these factors into consideration, this study will specifically focus on these three textbooks.Additionally, primary school textbooks have been understood to cover a significant portion of political ideologies (Lee, 1999;Liu, 2003).Therefore, this study will also investigate the three primary school textbooks employed for EL education.
The theoretical framework utilized in this study is founded upon the concept of environmental literacy, as posited by the North American Association for Environmental Education (NAAEE, 2004).This framework defines the constituent elements and components of environmental literacy, which are examined within this paper.Precisely, the study concentrates on the three primary dimensions of environmental literacy, namely knowledge (ecological knowledge), affect (attitudes, sensitivity, and values), and behavior (personal judgment, responsibility, and action-taking) (Hollweg et al., 2011;Simmons, 1995).Through a critical analysis of textual and visual materials present in environmental literacy textbooks, the study aims to assess the extent to which environmental education is being implemented in China.MOE (2015) introduced the concept of environmental literacy (EL), which refers to individuals who exhibit positive actions towards the environment.The Tbilisi Declaration, in line with the Tbilisi Goals, emphasized the importance of promoting environmental awareness, knowledge, and responsibility among citizens to address current and future environmental challenges (UNESCO, 1975).Roth (1992) identified four components of EL, namely knowledge, skills, affect, and behavior.Subsequently, the NAAEE adopted these four key elements as cognitive knowledge, skills, affect, and behavior (Hollweg et al., 2011;NAAEE, 2011), aligning with Roth's framework.Fang (2020) further defined three components of EL as knowledge, behavior, and attitudes.Environmental knowledge is crucial for comprehending various environmental issues and pollution, particularly in the ecological system, including their causes, consequences, and cultural, political, and social aspects (McBeth & Volk, 2009).The cognitive component of EL involves identifying, investigating, evaluating, and analyzing current environmental issues, drawing on sociopolitical and ecological knowledge (Scholz, 2011).The affective component pertains to caring and empathetic attitudes towards the ecological environment, encompassing individuals' ecological awareness, sensitivity, and decision-making regarding environmental problems and values based on ethical thinking and reflective considerations of the relationship between humans and the natural environment (Fang, 2020, pp. 224-5).Additionally, affect can be understood as empathizing with environmental problems (Coyle, 2005;Pe'er et al., 2007), allowing individuals to perceive and evaluate the environment from an empathetic perspective.The behavioral component refers to personal responsibility for taking actions that protect the environment, resulting in environmentally friendly intentions.This behavioral element comprises five subcategories: eco-management (recycling and energy-saving), economic action (e.g., financial donations to environmental groups), persuasion of others to minimize environmental problems, political action (improving the enactment of environmental laws), and legal action, including reporting pollution violations to the government (Fang, 2020, p. 225).Despite the significance of assessing all three components of EL, previous research has not comprehensively investigated these components.Ulfah et al. (2020) note that some studies have focused on cognitive and affective aspects, while others have focused on behavioral aspects.This limited coverage of EL research has hindered the study of holistic environmental problems.Therefore, this study aims to investigate the integration of the three components of EL (knowledge, affective, and behavioral) in three series of textbooks used in China.

Environmental literacy, and textbooks in China and research frameworks
Considering the pivotal role of textbooks in shaping curricula and influencing students' perceptions of normative values and governmental legitimacy (Lee, 2015), it is not uncommon for political leaders to incorporate their preferred versions of knowledge and cultural values into educational materials (Wang & Gritter, 2016).Critical curriculum researchers, including Apple (2012), Lee (2013) and Liu (2005a), have frequently observed that the content of literacy often reflects the values and interests of dominant and ruling classes, while deliberately excluding the interests of marginalized groups.Therefore, in China, environmental education may be conducted by selectively including certain groups' interests while omitting those of others in textbooks.Liu (2005b), Lee (2015), and Xiong (2014) have investigated environmental issues in Chinese, Korean, and English textbooks, respectively, and have found that these materials often fail to identify China's current environmental issues and avoid mentioning the perpetrators of environmental problems.Lee's (2015) research highlights that textbooks often depict child readers or farmers as the culprits responsible for environmental problems.Similarly, Liu's (2005b) findings suggest that Chinese language textbooks promote the idea that science and technology can solve all environmental issues, thereby justifying the damage caused by such problems.This reflects a preference for economic development over environmentalism in China.Xiong (2014) also notes that textbooks tend to portray the PRC government's environmental protection efforts in a positive light.Curdt-Christiansen's (2020) research further reveals that Chinese textbooks tend to focus on children's irresponsible behaviors that contribute to environmental pollution (rather than promoting proenvironmental behaviors).Additionally, the textbooks provide limited content on cognitive skills (environmental knowledge) that would enable learners to evaluate environmental problems and take action.
While many studies have analyzed environmental education policies and practices in various countries through textbook analysis, few have focused on the application of environmental education in minority groups (Whittaker et al., 2005).Previous researchers, including Iwaniec and Curdt-Christiansen (2020) and Xiong (2014), have examined Chinese national language textbooks and English foreign language textbooks to identify the presence of environmental education.However, their analyses have primarily focused on language textbooks for the mainstream Han population and have neglected other disciplinary textbooks.Thus, this study seeks to investigate the presence of environmental education within textbooks developed for the Chosunjok minority groups in China across three disciplinary subjects (Kopnina, 2014).

Methodology and data coding
Primary schools in China encompass students aged 7 to 12, spanning grades 1 through 6.The lower grades, comprising years 1 to 3, are distinct from the upper grades, which encompass years 4 to 6. Notably, the lower grades' curriculum includes Korean Language (KL) and Morality and Rule of Law (MRL), while Character and Society (CS) is introduced in the upper grades, specifically in the 4 th grade.This study analyzed three Chosunjok primary school textbook series released by Yanbian Education Publishing House in 2016, which comprise 12 textbooks each for KL and MRL over six years, and six textbooks for CS due to its inclusion in the curriculum from grade 4. As each semester introduces a new textbook, there are a total of 12 KL and 12 MRL textbooks analyzed, along with 6 CS textbooks, all of which were scrutinized for EL content.
Considering that EE is embedded in the text of primary school textbooks, this study will primarily focus on the textual content and employ Critical Discourse Analysis (CDA) to examine the vocabulary and grammatical structure.CDA is a method that illuminates cultural power relations and dominance by scrutinizing the language used in texts (Apple & Apple, 2004;Catalano & Waugh, 2020).Unlike linguistic analysis, CDA is intended to be interpreted from a social, cultural, and political perspective.It not only assesses the linguistic features of texts but also explains how power relations are reflected in them (Dijk, 2001;Fairclough, 2013).As primary school textbooks are compiled by educators who typically belong to the middle or upper classes of society, the ideas and intentions of the ruling classes are often integrated into the content.Therefore, analyzing both the textual and visual elements of textbooks is crucial, as they complement each other and convey powerful messages (Lee, 2020).For this reason, this study will adopt Visual Image Analysis (VIA) framework by Kress and Van Leeuwen (2021).This framework, devised by Kress and Van Leeuwen (2021), is rooted in Halliday's concept of three meta-functions of functional grammar, which they have applied to the analysis of visual images.The first function, ideational meaning, conveys the representation of the content/images being conveyed.The second function, interpersonal meaning, pertains to the roles and relationships between characters/visual images and the readers.Finally, the third function, textual meaning, refers to the ways in which a piece of text is composed through referring, linking, foregrounding, and backgrounding.Kress and Van Leeuwen (2021) also brought attention to the new and significant message on the right side.Machin and Machin (2012) described salience as a characteristic intrinsic to the visual arrangement, whereby specific elements within compositions are intentionally highlighted to capture our attention or emphasize particular meanings (p.54).Thus, salience, as a visual characteristic, possesses the capability to enhance the visibility and significance of elements through the utilization of various visual cues (e.g., size, foregrounding, backgrounding, and color).Elements portrayed as highly salient typically manifest as large in size, situated at the uppermost part of the page, and prominently placed in the foreground.Conversely, elements with lower salience tend to be smaller in size and positioned in marginalized lower areas, often residing in the background.
Table 1 shows the major environmental themes analysed in the textbooks.
The environmental concerns were segregated into seven distinct themes within the three-part compendium.The numerical values represent the frequency of environmental references cited throughout the textbooks.As exhibited in Table 1, in cases where multiple environmental issues were addressed, they were classified under their respective themes.
Chart 1 presents a comprehensive breakdown of the quantum of environmental subject matter introduced across the three textbooks, categorized by grade level.An analysis of environmental content spanning Grades 1 through 6 revealed that a greater volume of environmental texts were introduced in Grades 2, 5, and 6, as evidenced by the data presented in Chart.The following research questions seeks to explore the manner in which environmental issues are presented, thereby shaping a student's perspective.
(1) What categories of environmental literacy are depicted and to what extent?
(2) Whose interests and ideologies are conveyed in the textbooks and whose content is omitted?

Finding
Table 2 illustrates that the Behaviour component exhibited the highest frequency, followed by Knowledge and Affective, within the EL components.Additionally, the overall frequency of EL texts was found to be 12 times, with the MRL textbook containing the highest frequency, followed by KL and CS, respectively.These findings will shed light on how each EL component is reflected in textbooks, with the goal of fostering citizens who possess a diverse range of ecological knowledge, are capable of making informed judgments, and are motivated to take action for the betterment of the environment.

Knowledge
Cognitive knowledge encompasses three distinct environmental issues, namely: 1) Minamata disease, which is caused by industrial waste; 2) the two images resulting from household waste pollutants in rural areas; and 3) soil pollution caused by agricultural pesticides.
According to the Morality and the Rule of Law (6-2, 2 p. 31) textbook, past environmental issues stemming from industrial waste in the Minamata region of Japan during the 1950s are introduced.
The story expounds upon the genesis of Minamata disease, drawing upon environmental knowledge.Minamata, located in Japan, is the site where the disease first emerged.The text highlights the culpability of a Japanese fertiliser company in polluting the sea, and vividly depicts the  catastrophic consequences of discharging untreated wastewater containing mercury into the ocean (this ocean pollution.The severity of this environmental degradation is underscored through the use of following negative terminology.
• Harmful to human body • Contaminated fish • Affected population • People and animals were poisoned.
In addition, it serves as a testament to the gravity of water pollution, as exemplified by the phrase "cats were not easily observed within the Minamata area."Through the application of the phrase "In just a few years," this narrative vividly portrays the swift and far-reaching consequences of wastewater contamination.Employing a deliberate use of repetition, the authors of the textbook emphasize the profound ramifications of water pollution, evident in the recurrence of terms such as "poisoned" (repeated three times), "Minamata" (repeated three times), and the affected victims: "cats" (repeated three times), "fish" (repeated twice), and "people" (repeated four times).The textbook effectively underscores the critical importance of managing industrial waste, as it has the potential to instigate dire consequences not only for animal populations but also for human health.By referencing a historical incident involving industrial waste in Japan, the authors seek to raise awareness that the current environmental pollution experienced by other nations is not unique to China.Deliberately concealing the present-day realities of environmental pollution in China, along with its causes and effects, may impart erroneous information and knowledge to readers, misleading them to believe that other countries bear sole responsibility for environmental degradation, while absolving China of any culpability.
The Morality and the Rule of Law textbook (4-1, p. 82) features two figures that illustrate the issue of household waste pollution.
According to a study conducted by Kress and Van Leeuwen (2020), visual images possess a greater impact and enduring influence compared to texts owing to their direct and emotive nature.Figure 1 presents a substantial accumulation of domestic refuse that has been negligently discarded in the vicinity of a stream.Despite the absence of human figures, the image conspicuously portrays litter strewn along the watercourse's bank and within the water on the picture's right side.This pictorial evidence serves to establish that waste constitutes the primary source of water contamination, thereby accentuating the culpability of rural inhabitants in this predicament.In Figure 2, the foreground depicts smoke emanating from a burning garbage dump, which is depicted on a much larger scale than the factories in the background, which are portrayed in a significantly smaller size.As noted by Kress and Van Leeuwen (2021), the images suggest that burning garbage is the primary cause of air pollution, rather than factories.However, the specific location and country where these environmental issues occur are not provided in the images.It is common for textbook authors to use anonymous locations to promote their own ideologies to students.By misrepresenting the primary cause of water and air pollution as household waste, and omitting the true culprits, the textbook writers have created a distorted portrayal of the issue, placing blame on rural villagers.This can make it difficult for students to develop a comprehensive understanding of environmental issues, hindering their ability to become environmentally literate.
Likewise, the subsequent text also attributes blame to farmers.As described in the Morality and the Rule of Law textbook (4-1, pp.77-78), examples of agricultural-chemicals that students may encounter in their daily activities are provided in texts.The textbook also emphasises the negative effects of extensive usage of pesticides, including water contamination, and provides potential solutions to address these issues.
A. "I saw the ingredients my mother bought were washed and soaked in water for a long time.""My mom said that if I want to eat fruit, I must peel it because there are still a lot of pesticides in the peel even if I wash it.""I noticed that the fish in the creek adjacent the farm dying from pesticides."B. Produced causes: Not scientifically using pesticides, such as excessive use of pesticides, is an important cause of pesticide contamination.(p.77) C. Our Suggestion: How can we reduce pesticide pollution?We came to have the following perception: (1) Reduce the use of pesticides and fight pests in an eco-friendly way.
(2) Make sure to use the approved pesticide products approved by the country.
(3) Use pesticides strictly according to the instructions (p.78) Text A describes three ecological predicaments arising from the use of agricultural pesticides, namely, 1) the protracted requirement to cleanse vegetables, 2) the necessity to peel fruit skins prior to consumption, and 3) the demise of fish in the creek adjacent to the farm.Text B further expounds that the unwarranted and unscientific application of pesticides by farmers is the primary cause of water contamination.Text C proffers three potential solutions to mitigate pesticide pollution, namely, curtailing the use of pesticides, employing authorized pesticide products, and adhering to their prescribed usage.The first line of Text C advocates for farmers to "fight pests in an eco-friendly way."Despite the fact that this approach incurs greater expenses, neither governmental subsidies nor support are mentioned in the texts, which is why farmers prefer to utilize inorganic pesticides.The exorbitant costs associated with transitioning to organic or eco-friendly pesticides render their usage unfeasible for farmers (Lotter, 2003).The repetition of "approved" in Line 2 highlights the PRC government's efficient approval process for pesticides.However, an issue arises when farmers disregard the approved pesticides.Research by Soon (2020) revealed that approximately 12.65% of fruit and vegetables in China were contaminated with unauthorized pesticides.Text C fails to acknowledge the presence of counterfeit products and the merchants involved in their sale.Line 3 further emphasizes the problem of farmers not adhering strictly to pesticide instructions.

Affect
The affective domain encompasses three distinct environmental texts, namely, 1) the issue of global warming stemming from the emission of greenhouse gases, 2) the problem of plastic bag pollution (commonly referred to as "white pollution" due to its association with disposable white plastic bags), and 3) the pervasive problem of environmental pollution on a global scale.
The greenhouse gas monologue.
(1) Hello!We are 'greenhouse gases constitute the level of Earth's atmosphere.
(2) Sunlight is absorbed by the surface after passing through the atmosphere, and the surface reflect the radiation into the atmosphere.This heat is collected by us and stays in the atmosphere to keep the air temperature stable.
(3) The right temperature makes a great living environment for mankind.
(4) Due to the fact that modern people are continually emitting friends just like us, the atmosphere has become damaged and unbalanced.
(5) As our number continually increases, we collect more heat on surface, making greenhouse gas (gases) more difficult to dissipate heat.
(6) As the air temperature increases, the climate gradually becomes warmer.
The aforementioned text introduces students to the concept of "greenhouse gases" and explains how they contribute to global warming.The textbook authors employ personification by using the pronouns "we" and "us" in Lines 1, 2, and 5 to foster empathy among readers.In Line 4, the authors utilize the passive voice to convey that "the balance of the atmosphere has been disrupted," without explicitly identifying the agents responsible for this disruption.The text attributes the generation of greenhouse gases to "modern people" in Line 4, while failing to identify the specific individuals or corporations responsible for the abnormal temperatures plaguing the earth.
It is worth noting that not all modern people are culpable for this issue, and many are actively working to protect the environment.Line 4 also employs euphemistic language by stating that "modern people are continually emitting friends just like".Additionally, the authors use the term "continually" once and "more" twice in Line 5 to emphasize that the amount of greenhouse gases exacerbating global warming is increasing.While the text realistically portrays the effects and consequences of greenhouse gases, it fails to address the root causes and culprits responsible for this issue.
(1) I am a white plastic bag.I was dumped by the trash can in apartment and A big breeze came, and I blown into the air.As I fly fleely and flow above the sky on top of the field, the farmer looks and yells in anger "Don't ever let on our field".
(2) My dry corn sibling sighed and complained to me, "Hey, plastic bag, many of your companions are buried in the ground under my feet, making it difficult for me to obtain nutrients.So, I hear a rumbling sound as I am in hunger . . ." (3) I left the field in a rush as my face turns red.I fly and flow to a beach.
(4) A whale was having trouble breathing.What was going on?When people looked into the whale, turns out the whale swallowed number of plastic bags which clogged its organs, resulting in malnutrition and led to starvation and ultimately near death.My heart pounded, I left the sea in a hurry and reached the sky above the garbage dump, where there was a strange smell sticking in my nose.The magpie sister, who was sitting on a tree branch, looked at me and said coughing "People are burning garbage now, see?
(5) There are so many plastic products on fire, and my dad, mom and younger brother were damaged and left me (my side) too early!".I never imagined that I caused that much damage.What should I do?
The story in the textbook recounts the tale of a plastic bag that is seen flying through the air.The first line depicts a farmer who becomes irate with the plastic bag.In the second line, the corn voices its grievances, using the phrase "many of your friends" to underscore the gravity of plastic bag pollution.The dry corn notes that it is unable to obtain sufficient nutrients from the soil due to the presence of white pollution.Line 3, "My face turned red; I ran out of the field quickly" conveys the pollutant's sense of shame.The use of the pronoun "I" in Line 3 serves to convey the perspective of narrator to the readers.Additionally, in the story, the "plastic bag" is personified and relates its own story directly to students, presenting the personal pronoun "I" ten times, and "my" and "me" eleven times.Lines 4 and 5 describe the other victims, including a whale that ingested numerous plastic bags and a magpie that was injured and saddened by "burning garbage."The plastic bag's impact is felt by four distinct victims: the farmer, the dry corn, the whale, and the magpie.Line 5 highlights the issue of burning garbage, which poses a threat to animals' respiratory systems and has resulted in fatalities, as evidenced by the magpie's plight.While there may be other contributors to air pollution, such as factories, they are not discussed in this context, and only burning garbage is mentioned.Despite the numerous victims of plastic bag pollution, with the exception of farmers, none of them are human agents.It is worth noting that China is responsible for consuming a third of the world's single-use plastics (Mah, 2022).However, the text does not delve into the reasons behind these victims' suffering, nor does it mention the factories that are known to be significant polluters.
As the earth's "lung" forests and wetlands are damaged, the earth's "blood" rivers and lakes become sick, and the earth's "skin" land is drying up.The living environment of mankind is deteriorating as the air has become cloudy, fresh water is scarce, and agricultural land is becoming desert.From the standpoint of the Earth and humanity, let's look at where the problem arose and how we can regain the blue sky as we exchange the hardships, we face by writing a letter to each other The authors of the textbook employ personifications, including the "lung" (forests and wetlands), "blood" (rivers, lakes, and coasts), and "skin" (soils), to evoke an emotional response from students and help them understand the devastating impact of pollution on the Earth.After presenting the challenges posed by environmental pollution, the textbook poses the question, "how we can regain the green earth?"The textbook then assigns students the task of writing a letter to the Earth, even though the Earth cannot respond to these letters.Without identifying the true causes and culprits of environmental problems, writing such letters may not be an effective means of fostering ecological awareness, sensitivity, and decision-making attitudes towards environmental issues.Instead, writing letters to stakeholders and those responsible for environmental problems would be more meaningful.

Behaviour
The authors of the environmental texts examined five distinct behaviors related to environmental issues.These behaviors include: 1) garbage dumping leading to water pollution, 2) vehicle emissions causing air pollution, 3) recycling, 4) environmental law, and 5) the use of plastic bags.
The story "Blue Sea" was adapted from South Korean language textbooks (Lee, 2020) and was featured in the Korean Language (6-1, pp.130-132) textbook.
(1) My little brother drew a picture, and he used red color to paint the sea.
(2) I was surprised and said that the sea is not red.However, my brother persisted stubbornly and said that he saw the red-colored sea on TV.
(3) So, we asked Dad.Then my dad said that the sea looks red when it is dirty.
(4) "Because people throw trash into the sea and don't care about it.
(5) The shampoo and soap we use every day end up make sea dirty.
(6) The sea will become cleaner if smaller amount of shampoo and soap is used." (7) After hearing this from his father, the younger brother said, "Look, there is a red sea right?" then he continued to paint the sea red.
(8) To make the sea blue, I decided that I should use less shampoo and soap.
The story "Blue Sea" serves to highlight the danger of water pollution in the sea.The opening line captures the reader's attention by describing the sea as red.The narrator's father explains in Line 3 the reason behind the sea's red appearance.Lines 4 and 5 attribute the cause of sea pollution to the disposal of trash and the use of shampoo and soap.However, such actions alone are unlikely to cause the sea to turn red, and thus the text may be imparting incorrect knowledge about the causes of water pollution.The text offers solutions to the issue as reducing daily use of shampoo and soap, as seen in Line 6.This encourages students to take action to prevent water pollution by reducing their use of shampoo and soap, which is something they can do in their daily lives.The use of the collective pronoun "we" in Line 5 implies that humans who use shampoo and soap are the primary agents responsible for polluting the sea, which overlooks the role of industrial wastewater being discharged into the water.In this way, the story suggests that the solution to sea pollution lies in using less shampoo and soap, and that it is everyone's responsibility to do so (Line 6).
The Korean Language textbook (6-2, pp.30-31) features another story titled "The Promise for Everyone," which addresses the issue of air pollution caused by vehicle emissions.

Dialogue between the teacher and Jiyoon.
Context: Jiyoon's school participated in a bicycle riding field excursion.A green bus passed by the cycling path at that time, but it did not emit any smoke at all.
(2) Using excessive amounts of petrol harms the environment.Both humans and the environment suffer greatly as a result of pollution.
In the story "The Promise for Everyone," the conversation between Jiyoon and a teacher reveals that excessive use of petroleum contributes to environmental pollution (pp.30-31).The author employs phrases such as "harmful smoke" and "suffer greatly" to underscore the severity of the problem caused by petrol (pp.30-31).The teacher suggests that electric cars are a viable alternative for reducing air pollution in Line 1.The teacher then provides Jiyoon with four pieces of advice (p.31): 1) avoid littering and recycle resources, 2) use bicycles for short distances, 3) use public transportation, and 4) limit the use of air conditioning in the summer.These recommendations align with the framework of EL, which encourages students to take positive action to address current issues and prevent future problems.The final sentence, "You made a promise for all of us" (p.31), encourages readers of the textbook to adopt environmentally friendly behaviors and follow the teacher's advice.The teacher's response, "Should I also make a promise to work with you?" (p.31), demonstrates their shared commitment to taking action.
The MRL (4-1, p. 75) textbook presents alternative solutions to address soil pollution caused by general trash, including plastic bags.An image is provided to illustrate these solutions.
It is given the eco-bags and shopping bags that can be used permanently for protection of environment.
The MRL (4-1, p. 75) textbook encourages students to make decisions about their behavior regarding recycling or using alternatives instead of discarding items, as illustrated in Figure 3.For example, (1) when I go shopping, I carry shopping bags; and (2) before I throw away the garbage, I always think about other ways to use it.Incorporating illustrations depicting these alternatives emerges as a potent instrument for environmental education, capable of stimulating students towards embracing eco-friendly practices.Additionally, as Ideland (2018) highlights, students can motivate their parents to partake in such activities.
To protect the environment, the MRL (4-1, p. 79) and MRL (4-2, p. 41) have incorporated Article 42 of the Environmental Protection Law and Article 26 of the Constitution of the People's Republic of China, respectively.
Enterprises, other pollution producers and business operators that discharge pollutants shall take actions/measures to prevent and eliminate the environmental pollution caused by waste gas, wastewater, waste residues, dust, malodorous gases, radioactive substances and noise, vibration and electromagnetic radiation generated during production, construction, or other activities.<Environmental Protection Law of the People's Republic of China, Article 42> The state protects and improves the living and the environment and prevents and eliminates pollution and other pollutions.The state organizes and makes sure drinking water is safe, plants trees and protects the forestry.<Constitution of the People's Republic of China> Article 26.
Article 42 of the Environmental Protection Law specifies that enterprises, including factories, and other pollution producers and business operators must take measures to prevent and eliminate the environmental pollution they have caused.Similarly, Article 26 of the Constitution of the People's Republic of China emphasizes the need to eliminate pollution and improve the environment.However, the textbooks analyzed fail to depict any concrete actions being taken in this regard.These two Articles demonstrate China's commitment to environmental protection by enshrining it in law.By introducing PRC's laws on environmental protection in textbooks, students are made aware of the government's prioritization of this issue and are encouraged to follow the law.It is worth considering critical perspectives concerning "why environmental problems in China persist despite the government's attention to protection."Additionally, the textbooks do not mention the implementation of these legal provisions or the specific punitive actions for noncompliance.Describing the consequences of failing to comply with the law, such as fines, could foster more positive attitudes and behaviors among students.
To underscore the gravity of the plastic bag problem, the MRL (6-2, p. 74) textbook provides examples of laws from three countries that aim to address the issue of white pollution.
Text A. The first story is "Packaging Ordinance" which has been implemented in Germany since 1991 to stipulate the rate of waste packaging being recycled and has forced manufacturers to take responsibility for the collection and disposal of product packaging.Currently, in Germany, people use eco-bags for shopping, so they rapidly reduced the use of plastic bags.
Text B Another case is in Ireland where, since 2002, the government has decreased the use of plastic bags through enforcing tax levy payments on customers when people request plastic bags at the shops.

Text C
In order to restrict the use of plastic bags, our country [China] proposed restrictions on the production, sale and use of plastic bags on December 31, 2007, and officially started implementing the proposal on June 1, 2008.
Text A illustrates pro-environmental behavior in Germany, where companies are required to take responsibility for collecting and disposing of product packaging, and customers are encouraged to use eco-bags for shopping.Text B describes the Irish government's approach of imposing a tax on plastic bag usage.Text C highlights the PRC government had made an effort to limit the production, sale and usage of plastic bags since 2008.However, unlike Germany and Ireland, the PRC government's restrictions are presented in an abstract manner without specific details.The use of abstract language can sometimes obscure ideological messages (Machin and Mayr, 2013).Although the textbook authors use terms such as "our country" and "officially," they do not provide a clear explanation of the proposal or how citizens are expected to participate.

Discussion and conclusion
The first research question posed is as follows: what categories of environmental literacy are depicted and to what extent?Behaviour, which is the most frequently introduced among the three frameworks, encompasses a wide range of environmental issues, including air, water, and soil pollution.The textbooks suggest various appropriate behaviours to reduce pollution, such as utilizing electric cars, public transportation, bicycles, eco-bags, reducing the use of shampoo, soaps, recycling, and avoiding littering, as well as reducing the use of air-conditioning during summer.These examples serve to enhance students' comprehension and development of appropriate behaviour to safeguard the environment.Additionally, it is noteworthy that the textbooks describe the environmental laws in Germany and Ireland, which restrict the use of plastic bags.For instance, the Irish levy a tax on plastic use, while German companies have a responsibility to collect the plastic waste they originally produced.Both countries require specific actions or behaviours to be implemented.However, the environmental laws in the PRC only mention that pollution producers (e.g., factories) are responsible for eliminating environmental pollution, without any depiction of how these actions are being taken.Moreover, there is no mention of punishment for non-compliance with the laws.Reporting pollution violations and enforcing the laws are crucial to improving the environment (Fang, 2020, p.225).
Among the three components of EL, Affect was expounded upon in the environmental texts through stories such as "plastic bag," "greenhouse gas," and "writing a letter to earth."These texts utilized personifications such as "we" and "our" to create a sense of solidarity that can resonate with readers, who perceive environmental issues as their own and may consequently take action to address them.The objective of the affective domain is to enhance ecological awareness and sensitivity, leading to ecofriendly attitudes.However, the content analyzed is unlikely to change students' attitudes since it primarily appeals to non-human characters (earth, corn, whale, and magpie).It would be more effective if the primary culprit responsible for the problem was introduced, and its viewpoints and interactions with the children were shared.
Knowledge domain of EL encompassed the industrial waste in Japan, the dumping of domestic household waste and garbage incineration in rural areas, and the use of agricultural pesticides.Notably, the textbooks highlight the farmers' imprudent use of unapproved pesticides on crops, yet fail to address the social issues surrounding the production and sale of illegal pesticides in China (Jiang et al., 2019).The portrayal of farmers as solely responsible for the use of unapproved pesticides, coupled with the repeated reference to "approved pesticides from government," implies that the government is fulfilling its duties, while the farmers are the ones at fault for violating government regulations.Additionally, Figures 1 and 2 attribute trash dumping and garbage incineration to rural villagers (rather than factories).However, Mah (2022) discovered that the increase in garbage was due to white pollution or factory waste, rather than household waste.Despite this, the textbooks continue to perpetuate a distorted understanding of environmental pollution, which places undue blame on rural citizens (a socially dominated class) as the primary cause of pollution.
Research question 2 posed is as follows: whose interests and ideologies are conveyed in the textbooks and whose content is omitted?
The ideologies and interests of the government and the upper class in China (factory owners), are reflected in the content of textbooks.The portrayal of the government in textbooks is limited to its positive attributes (approved pesticides) and two laws for environmental protection.Notably, pollution caused by industrial factories is omitted, with the exception of an old Japanese case.Despite the prevalence of various environmental problems in China, textbooks do not explicitly acknowledge them.Instead, foreign cases or images of damaged environments in unknown locations are presented.Also, textbooks selectively highlight a water pollution incident that occurred in Japan in the 1950s, while ignoring China's own cases.This generates a perception that China does not face the same environmental issues as other nations.Prior analyses into Chinese textbooks by Liu (2005a), Lee (2015), and Xiong (2014) consistently disclose the failure to address present-day environmental issues in China and attribute responsibility to those implicated in environmental problems.This study concerning Chosusnjok textbooks corroborates their findings, as the aforementioned three textbooks solely concentrate on foreign environmental issues, while disregarding those within China that the Cbosunjok encounter in their daily lives.Notably, the northeastern provinces of China, where a significant number of Chosunjok reside, suffer severe air pollution stemming from the dense concentration of factories emitting contaminated air.For instance, Shen et al. (2021) indicate that air pollution-related disabilities and health concerns have surpassed 20%.Urgent action is required to integrate the authentic environmental challenges faced by the Chosunjok and assist students in developing environmentally conscious citizenship.However, the scrutinized textbooks fail to portray the actual environmental problems encountered by the Chosunjok.UNESCO (2017) has advised the critically necessary inclusion of real environmental issues involving their causes, effects, and genuine local circumstances (UNESCO, 2017).Nonetheless, the examined textbooks do not incorporate such local environmental concerns experienced by the Chosunjok.Furthermore, the books impart/convey the impression that the government effectively safeguards the environment, disregarding the extensive environmental pollution endured by the Chosunjok in the northeastern cities while attributing blame to farmers and rural inhabitants for environmental predicaments.
There exist disparities from the findings of Curdt-Christiansen.While she emphasized the significance of knowledge, this study reveals that behavior was the most prominently introduced concept among the three frameworks (Curdt-Christiansen, 2021).Additionally, despite Lee (2023) assertion that a critical level of environmental knowledge is crucial for enhancing students' environmental education, it is arduous to locate critical environmental texts or images in the textbooks scrutinized in our study.The activity of composing a letter to the earth lacks meaning as it is not addressed to the actual perpetrators of environmental pollution.Therefore, students face difficulties in developing effective measures for environmental protection.According to Tao's (2012) recommendations, environmental education should be incorporated into interdisciplinary subjects, yet our study indicates that environmental content is primarily featured in the Morality and the Rule of Law textbooks.
In general, notwithstanding that the behavioural component of EL was predominantly integrated, no action plan is provided specifically addressing the main culprits, namely factories.In addition, there are distorted rhetoric regarding the perpetrators involved (e.g., the focus is on farmers or rural villagers rather than factory owners).The current environmental challenges in China receive limited attention, as the narrative primarily revolves around historical Japanese environmental issues and highlights the positive role of the PRC government's environmental laws.Additionally, it may prove challenging for students to develop an emotional connection with non-human entities (earth, corn, whale, and magpie) that lack interactive properties.Considering that China contributes to the world's gross carbon dioxide emitter, accounting for 30% of global emissions (Lepesant, 2021), such an integration of EL could hinder students' understanding of China's actual environmental problems and hinder their development as environmentally conscious citizens.
To address these gaps and rectify the misrepresentations, teachers should supplement the curriculum with additional materials, such as videos or images showcasing real-life environmental issues.Moreover, teachers should facilitate critical analysis of the visuals and texts presented in the textbooks, enabling students to engage in critical thinking and gain a concrete perspective within the context of EE.It is important to note that this study has limitations, as it only appraised environmental education in three primary school textbooks.To enhance generalizability, further research should be conducted on middle and high school textbooks.Additionally, conducting interviews with relevant stakeholders, including Chosunjok students, would yield valuable insights into their comprehension of the various components of EL.

Table 2 . Classification of environmental literacy framework Environmental literacy factors Knowledge Affect Behaviour
*(1) refers to Korean Language (KL), (2) Morality and the Rule of Law (MRL) and (3) Character and Society (CS).If the category of environmental literacy appeared two or three times in one text, we included it in all the relevant categories..