Educating on democracy in a time of environmental disasters

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
Barbara Wejnert
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引用次数: 0

Abstract

The recent diffusion of democracy across the globe has led to an increase in the curiosity of scholars, policymakers and the public alike about the main principles and characteristics of democracy. Equally important are concerns over outcomes of democracy, especially responsiveness of democracy to environmental and citizens’ protection in times of disasters. This article aims to answer several questions about the understanding of principles and outcomes of democracy, and the complexity and variability of democracy across countries, which are still unanswered in the literature. Specifically, it adds to the scholarly debates on democracy and environmental disasters in three ways. First, it presents theoretical and empirical debates on definitions and principles of democracy and its progress worldwide. Second, it discusses the effect of democracy on environmental sustainability. Third, it focuses on the pre-eminence of responsiveness of democratic in comparison to non-democratic governments to environmental disasters, and the best pathways to education on democracy in a time of environmental disasters. The article concludes by highlighting the advantage of mechanisms and solutions of democracy in contrast to non-democracy to challenges in times of environmental disasters and to teaching about responses to environmental disasters.
环境灾难时代的民主教育
最近民主在全球范围内的传播导致学者、政策制定者和公众对民主的主要原则和特征的好奇心增加。同样重要的是对民主结果的关注,特别是民主在灾难发生时对环境和公民保护的反应。本文旨在回答关于理解民主的原则和结果,以及各国民主的复杂性和可变性的几个问题,这些问题在文献中仍未得到解答。具体而言,它在三个方面增加了关于民主和环境灾难的学术辩论。首先,它介绍了关于民主的定义和原则及其在世界范围内的进展的理论和实证辩论。其次,讨论了民主对环境可持续性的影响。第三,它关注的是,与非民主政府相比,民主政府对环境灾难的反应能力突出,以及在环境灾难时期获得民主教育的最佳途径。文章最后强调了民主机制和解决方案与非民主相比的优势,以应对环境灾难时期的挑战,并教授应对环境灾难的方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
London Review of Education
London Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.90
自引率
6.70%
发文量
39
审稿时长
48 weeks
期刊介绍: London Review of Education (LRE), an international peer-reviewed journal, aims to promote and disseminate high-quality analyses of important issues in contemporary education. As well as matters of public goals and policies, these issues include those of pedagogy, curriculum, organisation, resources, and institutional effectiveness. LRE wishes to report on these issues at all levels and in all types of education, and in national and transnational contexts. LRE wishes to show linkages between research and educational policy and practice, and to show how educational policy and practice are connected to other areas of social and economic policy.
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