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1.
Martin Mickelsson 《Environmental Education Research》2020,26(3):341-358
AbstractThis article aims to contribute to the knowledge of how the ‘scaling’ of Education for Sustainable Development (ESD) activities is conceptualized in practice through transactional learning encounters. In the context of the UNESCO Global Action Programme (GAP) on ESD, I discuss the re-actualisation of experiences as part of these encounters. The study is a result of data collected as part of a Re-Solve participatory research workshop held in South Africa in 2016, involving researchers and practitioners with experiences of ESD-activities in the Southern African region. To identify and analyse the transactional learning encounters a practical epistemology analysis (PEA) is used. The article draws on a Deweyan theory of learning as transactional encounters, supported with a tentative conceptual framework of scaling-ESD-activities-as-learning (SEAL). Throughout the study, I illustrate the transactional encounters, including the re-actualisation of participants’ past experiences of ESD-activities. These encounters enabled the conceptualization of contextually relevant concepts of scaling, thus constituting an enabling condition for reflective scaling practices. 相似文献
2.
Kerry Shephard Kim Brown 《Discourse: Studies in the Cultural Politics of Education》2017,38(5):755-767
We wondered how ‘democracy’ was being used and communicated within the higher education discourse of ‘education for sustainability’, or ‘for sustainable development’ (ES/ESD). We used a philosophical hermeneutic approach to explore the sense or senses in which the concept of democracy is used within this literature and supported our analysis by incorporating text about democracy from other disciplines. We conclude from our analysis that the concept of democracy within ES/ESD texts has evolved to suggest many meanings that in their entirety do not support our shared research mission towards ES/ESD. At the pens of ES/ESD scholars, democracy may have become one of Sartori's intolerably blunted conceptual tools. 相似文献
3.
Nicola Walshe 《Environmental Education Research》2017,23(8):1130-1149
Education for sustainable development (ESD) persists as an important concept within international policy and yet, despite considerable debate, there remains a lack of consensus as to a pedagogy for ESD in schools. This paper presents findings from a study investigating how an interdisciplinary approach to ESD in England developed one class of 16- and 17-year-old geography students’ understandings of sustainability. The research used students’ drawings of sustainable cities alongside questionnaires and semi-structured interviews to explore their understanding of sustainable development within a constructivist, case study framework. The study found that the use of poetry within a geography lesson developed students’ appreciation of the social and economic dimensions of sustainability, although their focus persisted around the environmental. As such, it is argued that an interdisciplinary approach to ESD encourages students to engage more critically and affectively with the concept of sustainable development, thereby developing a more holistic appreciation of it. 相似文献
4.
Sophie E.F. Bessant Zoe P. Robinson R. Mark Ormerod 《Environmental Education Research》2015,21(3):417-432
This paper explores the ideological and the practical relationship between neoliberalism and New Public Management (NPM) and the sustainable development agenda of western higher education. Using the United Kingdom and specifically English universities as an example, it investigates the contradictions and the synergies between neoliberal and NPM ideologies and the pursuit and practice of the sustainability agenda, focusing in particular on education for sustainable development (ESD) and ESD research. This paper reveals a range of challenges and opportunities in respect of advancing sustainability in higher education, within the prevailing neoliberal context. It illustrates using examples how neoliberal and managerialist control mechanisms, which govern institutional, departmental and individual academic, as well as student behaviour, are working conversely to both drive and limit the sustainability education agenda. The case is made for further exploration of how ‘nudging’ and ‘steering’ mechanisms within English HE might provide further leverage for ESD developments in the near future, and the implications of this for sustainability educators. 相似文献
5.
Sofie Hellberg 《Critical Studies in Education》2018,59(1):93-107
What is being sustained in education for sustainable development (ESD)? Drawing on biopolitical theory, this article puts forth the hypothesis that it is in fact the very life-chance gulf that separates wealthy ‘sustainable’ mass consumers from poor ‘sustainable’ subsistence-level populations. Hence, in sharp contrast to the cosmopolitan buzz that characterizes the international policy discourse on ESD, it is argued that ESD feeds into the global life-chance divide as it prepares different populations for entirely different lives and lifestyles. In previous research that has dealt with global aspects of ESD, a dividing line can be drawn between scholars who emphasize tendencies towards neoliberal homogenization and those who highlight contingency, local re-articulations and spaces of contestation. This paper offers a third theoretical position that while sharing a deep unease with global neoliberal government is primarily concerned with its ‘will to divide’. As a corollary of this biopolitical perspective, the paper makes a case for critical empirical research that can lay bare the cracks and contradictions in the grand narrative of ESD as a cosmopolitan ethical enterprise. 相似文献
6.
This article tries to contribute to the critical debate on the ideological and globalising potential of education for sustainable development (ESD), which exists in the research field of environmental education, by highlighting potential contradictions in the argumentation for ESD’s ideological and globalising tendency. Further, the authors of this article argue for an alternative perspective on how education policy on ESD can be seen to contribute to globalisation and homogenisation by merging two conceptualisations of ‘globalisation as connection' and the role of ‘empty signifiers' in political discourse. The ambition with the merger is not to provide a universal explanation of globalisation and ideology, instead, the intention is to outline an alternative theoretical outlook that allows for an empirical study of the processes that can be seen to feed into or interrupt the preservation of hegemony in a global setting. 相似文献
7.
Higher education institutions in Sweden are increasingly exposed to international market conditions and rising competition from a more mobile student body. This increases the need for universities to adapt to their social and economic environment and to their clients, including the political trends and financial opportunities in Sweden and EU, if they are to successfully implement sustainability reforms. In this regard, we examine the barriers faced by a ‘post-normal’ education for sustainable development (ESD) inherent within the structures of a ‘normal’ University. We pose the question whether Integrated Water Resource Management (IWRM) as a post-normal process can contribute to increased capacity of normal higher education institutions to address complex sustainability problems? IWRM is conceptualised as an interactionist process of social learning and adaptive management to reflect on the experiences from one particular case, namely the Master Programme in IWRM at the Swedish University of Agricultural Sciences. We illustrate how IWRM can contribute to address conflicts of interests in education arising from competing claims of stakeholders in real life management situations, but also to reconcile the conflicts associated with institutional adaptation under conditions characterised by a new international educational regime and rapidly changing market conditions. The paper brings together the discourse on ESD with lessons from IWRM and contends that the interactionist approach might offer a useful alternative to realist conceptions of ESD in learner-centred and institutional systemic approaches. Contrary to other reports on IWRM education, this paper reflects on this role of IWRM within higher education per se. 相似文献
8.
Chrysanthi Kadji-Beltran Nicoletta Christodoulou Aravella Zachariou Petra Lindemann-Matthies Susan Barker Costas Kadis 《Environmental Education Research》2017,23(7):1015-1031
This research is based on the rationale that the well-defined framework of education for sustainable development (ESD), its connection with real life and its specific integration in the educational policies and curricula can help to enhance quality education (QE) in a meaningful and identifiable way. In a first step, the common ground of ESD and QE was explored in different areas: common dimensions, future-oriented objectives, commonly targeted skills, value orientation, teaching and learning approaches. In a second step, this information was taken as a base to investigate how well twelve lesson units for primary school reflect the common ground of ESD and QE. The units were specifically developed for this research, in which ESD experienced teachers (mentors) supported inexperienced ones (mentees). Results indicate that ESD can reinforce QE, but that teachers need support with regard to the political and cultural dimensions of SD issues, collaborations with local communities and assessments. 相似文献
9.
Per Sund 《Environmental Education Research》2015,21(1):24-44
In educational settings, sustainable development (SD) is often handled with the aim of reducing the contested aspects of the concept. Issues like trade, conservation, public health and international relations are often presented in a simplified way so that they are easier for students to grasp. However, in education, this tendency to simplify sustainability issues can be a disadvantage. This study explores how Swedish upper secondary school teachers’ education for sustainable development (ESD) in award-winning ‘ESD-schools’ supports students to become informed and autonomous democratic citizens by appreciating the complexity of the concept of SD. This empirical study is part of a larger research project studying progressive upper secondary schools and is a development of earlier research on teachers’ starting points for long-term purposes beyond the teaching – which we have termed objects of responsibility. In interviews of five teachers from two schools, experienced in ESD issues and working in teacher teams, an interesting commonality in their arguments for teaching sustainability emerged during the analytical process. The implications of the study’s results are important for EE/ESD research into teaching continuity as well as for teachers in practice. 相似文献
10.
An analysis of New Labour’s policy on education for sustainable development with particular reference to socially critical approaches 总被引：1，自引：1，他引：0
John Huckle 《Environmental Education Research》2008,14(1):65-75
This article links the prospects of sustainable development to democratic socialism and those forms of knowledge and learning developed by the global anti‐capitalist movement. While socially critical approaches to education for sustainable development (ESD) can accommodate these forms, they are marginalised by New Labour’s policies on sustainable development and education. Contradictions between neo‐liberalism and social democracy in these policies explain why ESD has made limited progress and suggest the kinds of initiatives and ESD indicators the UK government is likely to favour. The article establishes the policy context for a second article that focuses on how the UK ESD community responded to the author’s report on possible approaches to an ESD indicator, commissioned by the Sustainable Development Commission. 相似文献
11.
This article argues that the dominant sustainable development approach fails to acknowledge the interconnectedness and interrelatedness of social and environmental issues, and that sustainability requires a ‘transformational’ approach, involving a fundamental change in how humans relate to each other and to nature. The authors propose that virtue ethics, grounded in Aristotle’s Nicomachean Ethics, provides a framework with which to tackle such a transformation; to redress the human-nature relationship and help foster a more ecological perspective; to facilitate a more holistic and integrative view of sustainability; and to explore questions of how to live and flourish within a more sustainable world. Beginning with an overview of virtue ethics and critique of current approaches in environmental virtue ethics, this article proposes a new virtue, ‘harmony with nature’, that addresses the interconnectedness of our relationship with nature. This is followed by a proposal for the re-visioning of human flourishing as being necessarily situated within nature. The article concludes with some of the implications of a virtue ethics approach to sustainability, and the new virtue, for both sustainability education and moral education. 相似文献
12.
Jane Hunter 《Technology, Pedagogy and Education》2017,26(5):559-571
Understanding how well teachers integrate digital technology in learning is the subject of considerable debate in education. High Possibility Classrooms (HPC) is a pedagogical framework drawn from research on exemplary teachers’ knowledge of technology integration in Australian school classrooms. The framework is being used to support teachers who teach various stages of schooling to take ‘pedagogical steps’ in their practice with technology. This article focuses on the use of the HPC conceptual framework in a study of seven teachers and their students at two secondary schools in New South Wales, Australia. Analysis confirms the practicality of this conceptual framework for technology integration in secondary school classrooms. This inquiry has implications for addressing the reluctance of teachers to integrate technology in curriculum. The article concludes by suggesting that more schools might consider using conceptual frameworks like HPC to support secondary school teachers to enhance student learning with technology. 相似文献
13.
Noah Weeth Feinstein Pedro Roberto Jacobi Heila Lotz-Sisitka 《Environmental Education Research》2013,19(2):218-230
International policy analysis tends to simplify the nation state, portraying countries as coherent units that can be described by one statistic or placed into one category. As scholars from Brazil, South Africa, and the USA, we find the nation-centric research perspective particularly challenging. In each of our home countries, the effective influence of the national government on education is quite limited, particularly in fringe and emerging areas of education such as Education for Sustainable Development (ESD) and Climate Change Education (CCE). This essay explores how nation-level comparisons are and are not useful for international research on ESD and CCE. We consider several layers of decentralized governance, but ultimately come to the conclusion that ESD governance in our respective countries is polycentric rather than decentralized. We discuss the implications of this idea for cross-national policy research on ESD and CCE. 相似文献
14.
This paper brings together some key concepts and proposes a conceptual framework for understanding and evaluating determinants
of learning outcomes. The framework facilitates the process of theorizing and hypothesizing on the relationships and processes
concerning lifelong learning as well as their antecedents and consequences. The specific aims are to outline a general approach
for evaluating learning outcomes, identify data gaps within this approach, and discuss some of the implications for research
and development. Along with more specific frameworks, this general approach can be used to guide policy relevant research
in education. In particular, it can be used to inform efforts aimed at establishing a coherent information system on the impact
of lifelong learning on both economy and society. 相似文献
15.
Chrysanthi Kadji-Beltran Aravella Zachariou Robert B. Stevenson 《Environmental Education Research》2013,19(3):303-323
The purpose of the paper is to identify the kinds of leadership that are likely to support implementing and sustaining education for sustainable development (ESD) effectively in a primary school. The paper identifies links between ESD and principal leadership literature and constructs a conceptual model of the leadership practices needed for reorienting a school to ESD/education for sustainability. Aspects of the model are explored through Cypriot principals' views on leadership and reported leadership practices. Data were obtained by a nationally administered questionnaire and semi-structured interviews. Outcomes indicated some enabling factors for ESD implementation such as encouraging teachers to engage in ESD programmes, collaborate with others and other ways of support which nevertheless reflect what is generally expected of school administrators without seeking deep change. Constraining factors included principals' reported lack of confidence in administrative skills for sustainable schools, limited willingness to challenge the status quo, limited engagement in actions important for supporting ESD activities and features of the national educational policy. Constraining factors pointed towards principals' limited commitment to ESD. The practical significance of the findings is that they identify specific areas of needed professional development for principals such as empowering staff, encouraging critique of current approaches and exploring alternative possibilities for curriculum, pedagogy and policy. 相似文献
16.
‘Transformative leaders for sustainable schools’, was a nationwide research project conducted in 150 primary schools in Cyprus during 2005–2007. The project explored the role of the principals in the organisation of sustainable schools. A mixed methods approach to data collection was employed combining quantitative and qualitative methods. This paper presents primary school principals’ perceptions of sustainable development, their views on the characteristics and operation of the sustainable schools as well as factors supporting or impeding the development of such schools in Cyprus. Our analysis reveals that the term ‘sustainable school’ is a concept only vaguely understood by the principals. Education for sustainable development is interpreted loosely as environmental education and sustainable schools’ operation is limited to sustainable development’s environmental aspects. Principals place their emphasis on environmental conservation, for satisfying humans’ needs whereas the notion of environment, economy and society are marginalised. The development of sustainable schools in Cyprus is restricted by limitations in time, lack of ESD teacher education, the centralised educational system and the overloaded curriculum. Suggested reinforcing factors are parents’ associations’ support and the school–community dialogue. Further exploration of the principals’ role as potential carriers of change and effective leaders is needed. 相似文献
17.
This article analyses how ‘eco-certified children’ are constructed as desirable subjects in teaching materials addressing education for sustainable development. We are interested in how discourses structure this cherished practice and how this practice has become ‘natural’ and obvious for us. A discourse analysis is carried out by looking at the material through the lens of Foucault’s notion of pastoral power. The analysis departs from teaching material addressing issues on sustainable development: (1) textbooks for primary and secondary school; (2) games targeted at preschool and school children; and (3) children’s books about sustainable development. The results show that the discourse of education for sustainable development is characterized by scientific and mathematical objectivity and faith in technological development. It emphasizes the right of the individual and the obligation to make free, however ‘correct’, choices. In the teaching materials, the eco-certified child therefore emerges as knowing, conscious, rational, sacrificing and active. This child is constructed through knitting together personal guilt with global threats, detailed individual activities with rescuing the flock and the planet. In a concluding discussion, we discuss how ESD is framed in a neoliberal ideology. With the help of ESD, an economic discourse becomes dressed in an almost poetic language. 相似文献
18.
John Blewitt 《Environmental Education Research》2005,11(2):173-185
As Education for Sustainable Development (ESD) slowly moves up the UK Government's policy agenda, practical implementation issues are increasing in significance. This paper offers a retrospective reflective account of a major national ESD initiative, Learning to Last, funded by the Quality and Standards Directorate of the Learning and Skills Council. At the centre of the Learning to Last experience was a tension between a managerialist approach to project development, common within the Learning and Skills sector, and an ecological, networked and synoptic methodology more in keeping with and sympathetic to the values of ESD. Applying the concepts of ‘governmentality’ and new public management, Learning to Last is viewed as a target and output driven initiative offering restricted opportunities for creative development and conceptual learning. Only with a more reflective and reflexive engagement with sustainability and learning will the possibilities of achieving a more sustainable future and of negotiating our ‘society of government’ be realised. 相似文献
19.
Education for Sustainable Development (ESD) has been recently recognized as an important area in the new Chinese educational reform. As teachers play a pivotal role, knowing and developing an effective and easy-to-use instrument for tapping teachers’ beliefs is essential. This article reports an attempt to develop an instrument with mixed methods. The finalized instruments comprise two subscales with satisfactory reliability indices obtained. Sustainability values (VSD) consists of four dimensions: respect and care for the community of life; ecological integrity; social and economic justice; and democracy, nonviolence, and peace. Teaching beliefs of ESD (TESD) consists of three dimensions: relevance to daily life; students’ need in the future; and integrated teaching. With these validated instruments, future research and potential problems will be less strenuous. 相似文献
20.
Noah Weeth Feinstein Jeppe Læssøe Nicole Blum Dianne Chambers 《Environmental Education Research》2013,19(2):198-205
In 2009, a think tank called the International Alliance of Leading Education Institutes (IALEI) announced the results of a study entitled Climate Change and Sustainable Development: The Response from Education. Intended for a policy audience, the study offered a glimpse into the status of Education for Sustainable Development (ESD) and an early look at the emergence of Climate Change Education (CCE), in 10 different nations. As with most international reports, the IALEI report provoked many questions, some of which are more broadly relevant to scholarship and practice. This paper introduces a review symposium that addresses three such questions: (1) How coherent is the concept of ESD across national contexts and what conceptual tensions continue to surround ESD and CCE? (2) Can nation-level analyses tell us anything useful about countries where education is not centrally governed? and (3) In light of the evolving relationship between educational research and policy, how should researchers engage with ongoing policy debates? 相似文献