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Journal of Education for Sustainable Development最新文献

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Supporting Children’s Well-being with Art in Nature: Artist Pedagogue Perceptions 以自然艺术支持儿童的福祉:艺术家和教育者的看法
Journal of Education for Sustainable Development Pub Date : 2020-03-01 DOI: 10.1177/0973408220930708
N. Walshe, Elsa Lee, Millie J. Smith
{"title":"Supporting Children’s Well-being with Art in Nature: Artist Pedagogue Perceptions","authors":"N. Walshe, Elsa Lee, Millie J. Smith","doi":"10.1177/0973408220930708","DOIUrl":"https://doi.org/10.1177/0973408220930708","url":null,"abstract":"There is increasing concern about children’s mental well-being and an urgent need for research into how to support positive mental health; including as part of the United Nations Sustainable Development Goals (SDGs). Alongside this is the heightened awareness about diminished access to green spaces and diminished exposure to the arts for children. Our research aims to show the potential for addressing these three issues in tandem through a qualitative case study exploring the work of one charity, Cambridge Curiosity and Imagination (CCI). The charity undertakes arts-based projects in nature with children. In particular, this article considers the implications of CCI artist pedagogues’ perceptions of their nature-based practice for children’s well-being. The research comprised a ‘talk and draw’ focus group followed by individual interviews with CCI artists. Findings show artist pedagogues’ work has the potential to support aspects of children’s well-being through promotion of agency, developing confidence and providing inspiration to support creativity.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"10 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":"114627973","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: 8
Educational Content in Cross-curricular ESE Teaching and A Model to Discern Teacher’s Teaching Traditions 跨课程ESE教学中的教育内容与教师教学传统的辨析模式
Journal of Education for Sustainable Development Pub Date : 2020-03-01 DOI: 10.1177/0973408220930706
Per Sund, N. Gericke, Gabriel Bladh
{"title":"Educational Content in Cross-curricular ESE Teaching and A Model to Discern Teacher’s Teaching Traditions","authors":"Per Sund, N. Gericke, Gabriel Bladh","doi":"10.1177/0973408220930706","DOIUrl":"https://doi.org/10.1177/0973408220930706","url":null,"abstract":"According to the curricula in various countries, teachers in the subject areas of science, social science and language are often expected to collaborate on cross-curricular issues such as sustainable development (SD) in the 9-year compulsory school. This study is based in Sweden and investigates teachers’ teaching traditions. The overall aim of this study is to understand what educational content teacher teams can offer students through cross-curricular collaborations. The specific aim in Part 1 of this article is to discern the distribution of teachers’ teaching traditions from different subject areas. Part 2 offers a reflection tool for teachers and teacher teams to discern teaching traditions. The results show that teachers from different subject areas stress different yet complimentary aspects of environmental and sustainability (ESE) teaching. A fair distribution of teaching traditions in a teacher team will offer students better learning opportunities to develop and enhance their action competence for sustainable development.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"1 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":"127360886","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: 9
Linking Traditional ‘Organic’ and ‘Induced’ Public Participation with Deliberative Democracy: Experiments in Pune, India 将传统的“有机”和“诱导”公众参与与协商民主联系起来:在印度浦那的实验
Journal of Education for Sustainable Development Pub Date : 2019-09-01 DOI: 10.1177/0973408219874959
Sanskriti Menon, Janette Hartz-Karp
{"title":"Linking Traditional ‘Organic’ and ‘Induced’ Public Participation with Deliberative Democracy: Experiments in Pune, India","authors":"Sanskriti Menon, Janette Hartz-Karp","doi":"10.1177/0973408219874959","DOIUrl":"https://doi.org/10.1177/0973408219874959","url":null,"abstract":"Resolving urban challenges or ‘wicked problems’ is a dilemma for most governments, especially in developing countries, and India is a case in point. Collaborative, dialogue-based approaches have been posited as critical to addressing wicked problems. This would require a reform of Indian cities’ governance systems to enable citizens to be embedded in decision-making about complex issues. This article contends that while India’s traditional forms of civic participation can provide a strong foundation for reform, new forms of representative deliberative, influential public participation, that is, deliberative democracy, will be important. Traditional organic and induced participation examples in India are overviewed in terms of their strengths and gaps. Two deliberative democracy case studies in Pune, India, are described, and their potential for reform is assessed. Traditional, together with innovative, induced and organic participation in governance, will be needed to overcome significant pitfalls in governance if Indian cities are to become more capable of addressing urban sustainability challenges.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132656245","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: 6
The Bridge Between Education for Sustainable Development and Transformative Learning: Towards New Collaborative Learning Spaces 可持续发展教育与变革学习之间的桥梁:迈向新的协作学习空间
Journal of Education for Sustainable Development Pub Date : 2019-09-01 DOI: 10.1177/0973408219873827
T. Schnitzler
{"title":"The Bridge Between Education for Sustainable Development and Transformative Learning: Towards New Collaborative Learning Spaces","authors":"T. Schnitzler","doi":"10.1177/0973408219873827","DOIUrl":"https://doi.org/10.1177/0973408219873827","url":null,"abstract":"Recent research has become increasingly interested in the concepts of education for sustainable development (ESD) and transformative learning (TL). However, even as ESD can be described as holistic and transformational education with the purpose to transform our society, only few studies have examined potential bridges between these two concepts. The article at hand gives an indication on this issue by studying the literature of ESD and TL. Strengthening the transformative aspect of ESD requires taking into account critical reflection, participation and social engagement, all of which all express key features of the new collaborative learning spaces (CLS). Subsequently, the potential of such CLS for the transformative mission of ESD are emphasized. In ESD as well as in CLS, the bridge between learning and action is crucial and a core element of social transformation. In order to clarify this, the new method of WeQ is described, aiming to better understand and develop CLS.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115291048","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: 21
Fashion Libraries as a Means for Sustainability Education—An Exploratory Case Study of Adolescents’ Consumer Culture 时尚图书馆作为可持续教育的手段——以青少年消费文化为例的探索性研究
Journal of Education for Sustainable Development Pub Date : 2019-09-01 DOI: 10.1177/0973408219872080
Carolin Becker-Leifhold, Anja-Lisa Hirscher
{"title":"Fashion Libraries as a Means for Sustainability Education—An Exploratory Case Study of Adolescents’ Consumer Culture","authors":"Carolin Becker-Leifhold, Anja-Lisa Hirscher","doi":"10.1177/0973408219872080","DOIUrl":"https://doi.org/10.1177/0973408219872080","url":null,"abstract":"Adolescents often do not consider sustainability in their consumption behaviours. Sustainability issues are challenging to communicate through course content alone. Against this background, the concept of fashion libraries (FLs) was introduced to adolescents at a non-denominational school in a small German city. The purpose was to explore whether the students’ attitudes would change over time in response to distinct interventions and project-based learning, such as the foundation of an FL, upcycling workshops and lectures on sustainability. The sample comprised 10 female adolescents in the age between 13 and 16 years, who volunteered to participate in the clothing library project. An exploratory mixed-methods approach, including a questionnaire, two interventions and pre-and post-intervention in-depth interviews, was utilized. The findings hint at an incremental change in the students’ attitudes towards an appreciation of garments and a change in behaviour. They started to reflect their behaviour and consequently reduced the frequency and quantity of their clothing purchases. To the best of the authors’ knowledge, this is the first article in which an FL was founded to investigate the consumption behaviour of adolescents.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"7 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116448289","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: 1
Sustainable Development Awareness and Policy Making in Malta 马耳他的可持续发展意识和政策制定
Journal of Education for Sustainable Development Pub Date : 2019-09-01 DOI: 10.1177/0973408219872081
Sheryl M. Green, Paul Pace
{"title":"Sustainable Development Awareness and Policy Making in Malta","authors":"Sheryl M. Green, Paul Pace","doi":"10.1177/0973408219872081","DOIUrl":"https://doi.org/10.1177/0973408219872081","url":null,"abstract":"Policymakers’ understanding of the holistic nature and implications of sustainable development (SD) determines a nation’s commitment to sustainability. The study involved in-depth interviews with 20 policymakers. The study identified underlying interconnections between policymakers’ perceptions, commitment and awareness of SD and whether they developed the necessary values and attitudes required to promote sustainability at both local and national levels. These findings provided reflections for the development of Education for Sustainable Development programmes targeting policy makers to expedite implementation of SD in Malta.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128733585","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: 1
Examining Children’s Indoor and Outdoor Nature Exposures and Nature-related Pedagogic Approaches of Teachers at Two Reggio-Emilia Preschools in Halifax, Canada 加拿大哈利法克斯两所地区艾米利亚幼儿园儿童室内和室外自然暴露及教师自然相关教学方法的研究
Journal of Education for Sustainable Development Pub Date : 2019-09-01 DOI: 10.1177/0973408219872066
Nazanin Omidvar, T. Wright, K. Beazley, Daniel G. Séguin
{"title":"Examining Children’s Indoor and Outdoor Nature Exposures and Nature-related Pedagogic Approaches of Teachers at Two Reggio-Emilia Preschools in Halifax, Canada","authors":"Nazanin Omidvar, T. Wright, K. Beazley, Daniel G. Séguin","doi":"10.1177/0973408219872066","DOIUrl":"https://doi.org/10.1177/0973408219872066","url":null,"abstract":"Early childhood environmental education focusses on expanding children’s bio-affinity, developing their environmental attitudes and encouraging them to behave in a more environmentally friendly manner. One example of the educational method that is based on high-quality practices of both early childhood education and environmental education is the Reggio-Emilia pedagogical approach, which provides children with various nature-related experiences. This study examines the frequency and variety of indoor and outdoor nature experiences for children and the preschool teachers’ educational approaches and goals for children’s development in nature in two Reggio-Emilia preschools located in Halifax, Canada. To do this, first-hand observations and semi-structured teacher interviews were used. Results suggest that the Reggio-Emilia curriculum followed at the preschools provided various opportunities for children to be exposed to nature. However, the teachers have emphasized more on anthropocentric than nature-related educational goals.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129425326","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: 6
Any Sign of Virtual School Garden Exchanges? Education for Sustainable Development in School Gardens since 1992: A Systematic Literature Review 虚拟学校花园交换有任何迹象吗?1992年以来学校园林可持续发展教育:系统文献综述
Journal of Education for Sustainable Development Pub Date : 2019-09-01 DOI: 10.1177/0973408219872070
J. Lochner, M. Rieckmann, Marcel Robischon
{"title":"Any Sign of Virtual School Garden Exchanges? Education for Sustainable Development in School Gardens since 1992: A Systematic Literature Review","authors":"J. Lochner, M. Rieckmann, Marcel Robischon","doi":"10.1177/0973408219872070","DOIUrl":"https://doi.org/10.1177/0973408219872070","url":null,"abstract":"A core aim of Education for Sustainable Development (ESD) is to link local action with global thinking. In this systematic literature review, we quantitatively and qualitatively analyzed a sample of 158 peer-reviewed articles on school gardening. Our particular interest was in Virtual School Garden Exchanges (VSGEs). In VSGEs, learners plant school gardens and use digital media (e.g., videos, photos, video conferences) to engage in virtual communication about their gardens and related topics. Because this is a new area of research, we approached the broader topic of the ‘school garden’ from three perspectives: (1) the embedding of the global perspective of ESD, (2) the use of digital media, and (3) the establishment of international exchanges between school gardeners. Just 14 articles directly incorporated these three perspectives and were thus analyzed in more detail using a qualitative content analysis. As a result, we identified possible directions for future research on VSGE.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132315480","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: 6
Experiencing Sustainability Education: Insights from a Living and Learning Programme 体验可持续发展教育:来自生活与学习计划的见解
Journal of Education for Sustainable Development Pub Date : 2019-06-28 DOI: 10.1177/0973408219847011
Robin A. Lewis, Mollie J. Kenerson, Carmen Sorrentino, T. Rowse
{"title":"Experiencing Sustainability Education: Insights from a Living and Learning Programme","authors":"Robin A. Lewis, Mollie J. Kenerson, Carmen Sorrentino, T. Rowse","doi":"10.1177/0973408219847011","DOIUrl":"https://doi.org/10.1177/0973408219847011","url":null,"abstract":"This article reports findings from the preliminary assessment of the Sustainable Living and Learning Community (SLLC) Programme, a yearlong and sustainability-focused living and learning programme. Using a multimethod approach that triangulates its findings based on quantitative and qualitative analysis of surveys, pre- and post-programme questionnaires and reflective journals, we found that a majority of students in the SLLC programme not only developed more nuanced understandings of the terms sustainability and consumption but also acknowledged their own roles in perpetuating unsustainable forms of consumption. Furthermore, 75 per cent of SLLC students modified their habits and behaviours with sustainability in mind and developed a deeper sense of agency that led some students to view sustainability as a form of activism.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134109285","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: 4
Socio-economically Substantiated Education for Sustainable Development: Development of Competencies and Value Orientations Between Individual Responsibility and Structural Transformation 以社会经济为基础的可持续发展教育:个人责任与结构转型之间的能力发展与价值取向
Journal of Education for Sustainable Development Pub Date : 2019-06-28 DOI: 10.1177/0973408219844849
C. Schank, M. Rieckmann
{"title":"Socio-economically Substantiated Education for Sustainable Development: Development of Competencies and Value Orientations Between Individual Responsibility and Structural Transformation","authors":"C. Schank, M. Rieckmann","doi":"10.1177/0973408219844849","DOIUrl":"https://doi.org/10.1177/0973408219844849","url":null,"abstract":"In this article, the concept of education for sustainable development is substantiated and expanded upon from a socio-economic perspective. Incorporating the concept of the economic citizen, we present the liberal republican civic ethos, moral judgement, decision-making capabilities and key competencies relevant for sustainability together with an informed understanding of economic context as constitutive elements of the educational concept. Against the backdrop of the limited reach of individual behavioural changes and the necessary reflections on structural questions, a heuristic of shared responsibility for sustainable development will be devised.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114237059","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: 19
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