Journal of Education for Sustainable Development最新文献_第3页

Locating a Course on Environmental Justice in Theories of Environmental Education and Global Citizenship 环境教育与全球公民理论中环境正义课程的定位

Journal of Education for Sustainable Development Pub Date : 2020-09-01 DOI: 10.1177/0973408220980867

Robert T. Amos, P. Carvalho

引用次数: 3

Rapid Environmental Planning Methodology: Developing Strategies for the Planners’ Education 快速环境规划方法:规划人员教育发展策略

Journal of Education for Sustainable Development Pub Date : 2020-09-01 DOI: 10.1177/0973408220980853

V. Vasconcelos, Sandra Momm

引用次数: 2

Non-formal Education for Sustainable Development: A Case Study of the ‘Children in the Wilderness’ Eco-Club Programme in the Zambezi Region 促进可持续发展的非正规教育:赞比西地区“荒野中的儿童”生态俱乐部方案的个案研究

Journal of Education for Sustainable Development Pub Date : 2020-09-01 DOI: 10.1177/0973408220980871

S. Adams, T. Farrelly, John Holland

{"title":"Non-formal Education for Sustainable Development: A Case Study of the ‘Children in the Wilderness’ Eco-Club Programme in the Zambezi Region","authors":"S. Adams, T. Farrelly, John Holland","doi":"10.1177/0973408220980871","DOIUrl":"https://doi.org/10.1177/0973408220980871","url":null,"abstract":"Augmenting low income or subsistence lifestyles in developing countries with knowledge, skills and values to enable communities to live in a more sustainable manner is becoming increasingly important as the demands to simply survive increase. Consequently, education for sustainable development (ESD) has emerged strongly in recent years to become a key mechanism for a more sustainable future. Using a case study approach to determine a non-formal ESD programme’s response to the United Nations Educational, Scientific and Cultural Organization’s (UNESCO’s) (2005) ESD ‘characteristics’, this study aims to gauge the success and value of non-formal ESD. A qualitative research was undertaken in 2017 employing various data collection methods, including interviews, focus group discussions, observations and the examination of national policy documents and the non-formal ESD curriculum. The study found that the non-formal education sector provided significant support to the formal education system, leading to improved vertical integration from international guidelines to local-level implementation. The findings demonstrate the potential of the non-formal sector to augment ESD in developing contexts where the national government may lack policy or the ability to provide schools with adequate educational resources.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129746486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Teaching SDGs Using Concept Maps in Primary Teacher Training 在小学教师培训中使用概念图教授可持续发展目标

Journal of Education for Sustainable Development Pub Date : 2020-09-01 DOI: 10.1177/0973408220980873

Achilleas Mandrikas

引用次数: 3

Environment Education in Indian Schools: The Search for a New Language 印度学校的环境教育:寻找新的语言

Journal of Education for Sustainable Development Pub Date : 2020-09-01 DOI: 10.1177/0973408220978845

Carol D’souza, Milind Brahme, M. Babu

引用次数: 3

The Emotional Experience of Sustainability Courses: Learned Eco-Anxiety, Potential Ontological Adjustment 可持续性课程的情绪体验:习得性生态焦虑、潜在本体论调整

Journal of Education for Sustainable Development Pub Date : 2020-09-01 DOI: 10.1177/0973408220981163

P. Graham, C. Kuyvenhoven, R. Upitis, Adeela Arshad-Ayaz, Eli Scheinman, Colin Khan, A. Goebel, R. S. Brown, A. Hovorka

{"title":"The Emotional Experience of Sustainability Courses: Learned Eco-Anxiety, Potential Ontological Adjustment","authors":"P. Graham, C. Kuyvenhoven, R. Upitis, Adeela Arshad-Ayaz, Eli Scheinman, Colin Khan, A. Goebel, R. S. Brown, A. Hovorka","doi":"10.1177/0973408220981163","DOIUrl":"https://doi.org/10.1177/0973408220981163","url":null,"abstract":"The knowledge content of university-level introductory sustainability courses elicits emotional reactions by students that are novel within the typical classroom context. Common negative reactions include ‘sadness’, ‘worry’, ‘guilt’ and ‘disgust’, while more positive responses include ‘feeling angry’, ‘empowered’, ‘like trying to make a difference’ or ‘having raised awareness’. These emotions are indexical of a deeper social epistemic collision between historically established social identities, including behavioural scripts consistent with, and generative of, unsustainability on the one hand, and a growing collective awareness of the consequent unsustainability that threatens students’ future well-being on the other. The authors argue that introductory sustainability courses set up the potential for not only a learned eco-anxiety, but also an ontological adjustment. That adjustment might bring student, historical inheritance and environment from a state of living in a suffering, but still separate, world to a practice of becoming with a world into which we extend and that also extends into us. Therefore, it is arguably important for instructors to be aware of the possibility of students getting into a negative state of eco-anxiety and for instructors to also have some tools for supporting a more positive ontological adjustment. We recommend that they become skilled in facilitating transformational learning by including some discussions about the ontology of self in any introductory sustainability instruction. Directing students’ attention to their own emotional responses can also be useful for grounding such classroom discussions and transformational learning.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114699760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Implicit Knowledge in the Context of Education for Sustainable Development: Students’ Orientations Towards Sustainability-Related Topics 可持续发展教育背景下的内隐知识:学生对可持续发展相关主题的倾向

Journal of Education for Sustainable Development Pub Date : 2020-03-01 DOI: 10.1177/0973408220934646

Anne-Katrin Holfelder

引用次数: 3

Hand-Print CARE: Towards Ethics-led Action Learning for ESD in School Subject Disciplines 手印关怀:以道德为导向的行动学习为学校学科学科的可持续发展教育

Journal of Education for Sustainable Development Pub Date : 2020-03-01 DOI: 10.1177/0973408220934647

R. O’Donoghue, Christa Henze, Chong Shimray, Kartikeya V. Sarabhai, J. Rivera

{"title":"Hand-Print CARE: Towards Ethics-led Action Learning for ESD in School Subject Disciplines","authors":"R. O’Donoghue, Christa Henze, Chong Shimray, Kartikeya V. Sarabhai, J. Rivera","doi":"10.1177/0973408220934647","DOIUrl":"https://doi.org/10.1177/0973408220934647","url":null,"abstract":"The Hand-Print concept emerged as a proposition for learner-led action learning in the Centre for Environment Education, Ahmedabad, Gujarat, India. Hand-Print CARE as an ethics-led action learning proposition was developed at a Local Culture for Understanding Mathematics and Science (LOCUMS) research group meeting with some educators in Alta, Norway. Here ‘CARE’ emerged as an acronym reflecting an ethic of inclusive respect through Concern for others, being Attentive to needs, showing Respect for each other and being Engaged in learning actions for the common good. Hand-Print CARE was thus activated as a co-engaged mediation process towards ‘Learning to look after others to best care for ourselves and the surroundings we all share’. Conceptual tools towards a Hand-Print CARE rationale were clarified in subsequent ESD workshops in Malaysia and Mexico and the challenge of developing a schema for ESD in school subject disciplines emerged at an ESD training workshop with National Council for Education Research and Training (NCERT) in Delhi, India. This article explores the emergence of Hand-Print CARE and the framing of an open-ended schema for mediating better-situated and ethics-led action learning in school subject disciplines. A formative perspective towards more locally situated and co-engaged processes for mediating learning was refined through an ESD Expert-Net collaboration to clarify ESD learning progressions in school subject disciplines. Some start-up materials were developed with partnering NGOs in the small town of Howick in KwaZulu-Natal, South Africa, and in an expanding collaboration involving partners in India, Mexico, Germany and South Africa. Each of us worked to refine Hand-Print CARE learning progressions for ESD processes of action learning in diverse subject discipline and school-in-community settings.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"55 23","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133085957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Factors That Influence Curricular Adoption in a Sustainability Focused Marine Science Professional Development for In-Service Teachers 影响在职教师可持续海洋科学专业发展课程采纳的因素

Journal of Education for Sustainable Development Pub Date : 2020-03-01 DOI: 10.1177/0973408220934645

Timothy A. Goodale

引用次数: 4

Too Young to Know? A Multiple Case Study of Child-to-Parent Intergenerational Learning in Relation to Environmental Sustainability 太年轻而不知道?亲子代际学习对环境可持续性影响的多案例研究

Journal of Education for Sustainable Development Pub Date : 2020-03-01 DOI: 10.1177/0973408220934649

Jane Spiteri

{"title":"Too Young to Know? A Multiple Case Study of Child-to-Parent Intergenerational Learning in Relation to Environmental Sustainability","authors":"Jane Spiteri","doi":"10.1177/0973408220934649","DOIUrl":"https://doi.org/10.1177/0973408220934649","url":null,"abstract":"Little is known about child-to-parent intergenerational learning for environmental sustainability. This qualitative multiple case study research investigated how young Maltese children (aged three to seven years) influence their parents’ pro-environmental actions. Participants included 12 children and 10 parents. Data were collected via observations in one household and two state schools, conversational interviews with children, children’s drawings and their interpretations of them, children’s photograph interpretations, semi-structured interviews with parents and document analysis. Findings revealed that most parents were influenced by their children’s requests to engage in pro-environmental actions, which in turn they had learned about as part of the Eco-Schools programme. Additionally, some parents regarded their children as having agency in discussing environmental issues and strived to empower them in acquiring environmental stewardship skills, but others did not. These findings provide insight into young children’s direct and indirect abilities to influence adults’ actions towards environmental sustainability.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"39 7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116429184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10