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Journal of Education for Sustainable Development最新文献

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Regional Centres of Expertise (RCEs), Green Economies and Education for Sustainable Development (ESD) as Dialogue: Who is Expert? 区域专家中心(RCEs)、绿色经济和可持续发展教育(ESD)对话:谁是专家?
Journal of Education for Sustainable Development Pub Date : 2018-03-01 DOI: 10.1177/0973408218773255
P. Kolenick
{"title":"Regional Centres of Expertise (RCEs), Green Economies and Education for Sustainable Development (ESD) as Dialogue: Who is Expert?","authors":"P. Kolenick","doi":"10.1177/0973408218773255","DOIUrl":"https://doi.org/10.1177/0973408218773255","url":null,"abstract":"As a central part of the United Nations Decade of Education for Sustainable Development (DESD) from 2005 to 2014 Regional Centres of Expertise (RCE) serve as agents of education for sustainable development through multi-stakeholder networks with an interest in the advancement of sustainable societies. In this article, the question is raised about the nature of ‘expertise’ found among RCE programmes directed towards the development of local green economies; and further, the implications of expertise with respect to the practice among RCEs of education for sustainable development worldwide. Regional Centres of Expertise have put into practice a range of approaches to ESD, some based on a knowledge-transfer approach to learning, which positions post-secondary education as well as other authoritative technical and research institutions as the principal overseers of knowledge and expertise; however, social learning through the facilitation, or convening, of dialogue has also been adopted as an approach to learning that is inclusive of civil society and marginalized others, with implications for social and environmental justice.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116107590","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
Continuing Professional Development in Sustainability Education for K-12 Teachers: Principles, Programme, Applications, Outlook K-12教师可持续发展教育的持续专业发展:原则、计划、应用、展望
Journal of Education for Sustainable Development Pub Date : 2018-03-01 DOI: 10.1177/2455133318777182
Erin Redman, Arnim Wiek, A. Redman
{"title":"Continuing Professional Development in Sustainability Education for K-12 Teachers: Principles, Programme, Applications, Outlook","authors":"Erin Redman, Arnim Wiek, A. Redman","doi":"10.1177/2455133318777182","DOIUrl":"https://doi.org/10.1177/2455133318777182","url":null,"abstract":"The next generation will be better prepared to cope with the daunting sustainability challenges if education for sustainable development is being taught and learned across educational sectors. K-12 school education will play a pivotal role in this process, most prominently, the teachers serving at these schools. While pre-service teachers’ education will contribute to this transition, success will depend on effective professional development in sustainability education to teachers currently in service. Arizona State University has pioneered the development and delivery of such a programme. We present the design principles, the programme, and insights from its initial applications that involved 246 K-12 in-service teachers from across the USA. The evaluation results indicate that due to participation in the programme, sustainability knowledge, perception of self-efficacy, inclusion of sustainability in the classroom, modelling of sustainable behaviours, and linking action to content all increased. We conclude with recommendations for the widespread adopting of the programme.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116531029","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: 32
Education for Sustainable Development and Conceptions of Environmental Education in Brazil: Possible Approaches 巴西的可持续发展教育和环境教育理念:可能的途径
Journal of Education for Sustainable Development Pub Date : 2018-03-01 DOI: 10.1177/0973408218773269
Christiano Nogueira
{"title":"Education for Sustainable Development and Conceptions of Environmental Education in Brazil: Possible Approaches","authors":"Christiano Nogueira","doi":"10.1177/0973408218773269","DOIUrl":"https://doi.org/10.1177/0973408218773269","url":null,"abstract":"This article presents an approach between education for sustainable development (ESD) based on the concept of sustainable development (SD) and the main concepts of environmental education (EE) in Brazil. In these approaches, the theoretical fundamentals of these conceptions of EE were analysed with a view to the possibility of promoting ESD through an educational process considered as a result of social relations that con- template the historical, social, economic and political dimensions of the subjects. It was verified that some conceptions of EE may be approaches to ESD and others incompatible due to the critical process of analysis of the relations between society and nature. The possibility of an ESD with aspects that enable the understanding of the contradictions of capitalism in order to promote changes and obtain a society focused on the basic human needs that allow an environmental balance was also considered.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116958822","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: 12
Sustainability Commons and Other Innovations in Five Southern African Countries 五个南部非洲国家的可持续性公地和其他创新
Journal of Education for Sustainable Development Pub Date : 2018-03-01 DOI: 10.1177/0973408218773271
Jim Taylor
{"title":"Sustainability Commons and Other Innovations in Five Southern African Countries","authors":"Jim Taylor","doi":"10.1177/0973408218773271","DOIUrl":"https://doi.org/10.1177/0973408218773271","url":null,"abstract":"One day everyone will live and work in a Sustainability Commons. Although they may not use the term Sustainability Commons, such is the imperative to reduce human impact on non-renewable fossil fuels, save money and live more sustainably that many people are experimenting with different ways of living. One way to do this is to implement a range of ‘low-carbon’ technologies through the Sustainability Commons concept. A ‘Sustainability Commons’ is thus a place to try out sustainable living (Taylor & Westerman, 2013). It is also a place that anyone can visit and experiment with low-carbon technologies, which are usually very simple and inexpensive, and are being used locally for the benefit of the community and the environment. This article reflects on the development of five Sustainability Commons that are being developed in Lesotho, Swaziland, Namibia, Zambia and Botswana. Interestingly, each of these Sustainability Commons is unique and reflects the local priorities and social contexts of the institution in which they are being developed. Such approaches to education for sustainable development (ESD) are also supported by a range of innovations which are also described further on in this article.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131831837","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
Scaling and Subjectification in an ESD Educational Project 可持续发展教育计划中的尺度与主体化
Journal of Education for Sustainable Development Pub Date : 2018-03-01 DOI: 10.1177/0973408218773268
M. Mickelsson, A. Danielsson
{"title":"Scaling and Subjectification in an ESD Educational Project","authors":"M. Mickelsson, A. Danielsson","doi":"10.1177/0973408218773268","DOIUrl":"https://doi.org/10.1177/0973408218773268","url":null,"abstract":"The aim of the article is to investigate, in the light of the emphasis laid on scaling by UNESCO (UNESCO, 2014a), how subjectification of those involved in educational innovations both enables and constricts scaling understood as a learning process. This is carried out through a case study of the Alforja Educativa, an educational project in Ecuador on antibiotic resistance (ABR). The ABR has been described as a sustainability challenge comparable to climate change. The way in which subjectification enables and constricts scaling as a learning process is analysed by drawing on educational scaling research and the article illustrates how the subject positions of those involved in scaling emerge as scaling subjects in transactional relationships, both with the sites where the educational project is to be scaled, and in relation to that, which will be scaled.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131410864","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
Resources 资源
Journal of Education for Sustainable Development Pub Date : 2018-03-01 DOI: 10.1177/0973408218777183
{"title":"Resources","authors":"","doi":"10.1177/0973408218777183","DOIUrl":"https://doi.org/10.1177/0973408218777183","url":null,"abstract":"","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117303913","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: 0
Exploring Curriculum for Science Education: Lessons from a Mexican Biosphere Reserve 探索科学教育课程:墨西哥生物圈保护区的经验教训
Journal of Education for Sustainable Development Pub Date : 2017-09-01 DOI: 10.1177/0973408218763443
Gabriela Alonso-Yanez
{"title":"Exploring Curriculum for Science Education: Lessons from a Mexican Biosphere Reserve","authors":"Gabriela Alonso-Yanez","doi":"10.1177/0973408218763443","DOIUrl":"https://doi.org/10.1177/0973408218763443","url":null,"abstract":"Exploring science as a collective undertaking embedded in sociocultural contexts is a critical aspect of science education. This article concerns questions of curriculum design for science education for young learners, and it reports findings of a study on a conservation and environmental education initiative in Mexico’s Sierra de Huautla Biosphere Reserve. Using situational analysis to study this case, I discovered that conservation projects and the science behind them are seldom framed as situated within complex social factors; yet these factors often drive decisions about the environment and can drastically affect what is taught in science curriculums. Presenting science in all its complexity can make science curriculums ‘live’ and can help students understand science as instrumental in addressing challenges that society confronts today.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115101252","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: 5
Critical Reflections on the UNDESD: From the Perspectives of Informal Education in a Community Development Context 对联合国可持续发展目标的批判性思考:从社区发展背景下的非正式教育的角度
Journal of Education for Sustainable Development Pub Date : 2017-09-01 DOI: 10.1177/0973408218763468
F. Noguchi
{"title":"Critical Reflections on the UNDESD: From the Perspectives of Informal Education in a Community Development Context","authors":"F. Noguchi","doi":"10.1177/0973408218763468","DOIUrl":"https://doi.org/10.1177/0973408218763468","url":null,"abstract":"The UN Decade of Education for Sustainable Development (2005–2014) aimed to take a socially critical and transformative approach to ESD through all forms of education. Unfortunately, it mainly focused on formal education and overlooked the informal education that is embedded in the community development process of tackling unsustainable problems in real life, especially from the perspectives of marginalized people. Besides the political and economic pressures that cause the gap, current theorizing in ESD, which draws from critical theory, focuses predominantly on formal education or schooling contexts. It offers little guidance on appropriate pedagogical practice in community development. Theorizing informal education for sustainable community development is needed to support the UN’s Sustainable Development Goals by 2030, and decoloniality is a potential theoretical approach to this issue.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129110936","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: 7
Student Teacher Ecological Self in the Context of Education for Sustainable Development: A Longitudinal Case Study 可持续发展教育背景下的学生教师生态自我:纵向个案研究
Journal of Education for Sustainable Development Pub Date : 2017-09-01 DOI: 10.1177/0973408218779283
Rea Raus
{"title":"Student Teacher Ecological Self in the Context of Education for Sustainable Development: A Longitudinal Case Study","authors":"Rea Raus","doi":"10.1177/0973408218779283","DOIUrl":"https://doi.org/10.1177/0973408218779283","url":null,"abstract":"In the context of teacher education (TE) for sustainable development (SD), questions related to a teacher’s values, worldview and identity present a particular interest and are of critical importance. In the present article, student–teachers’ understanding of Teacher self and nature is focused on through discussions of personal and professional settings. The perceived curriculum, that is, reflection on a formal curriculum of a particular TE programme, is discussed to investigate how existing TE curriculum supports the development of the ecological, holistic self of a future teacher. The longitudinal study of 9 student teachers attempts to illuminate the process of the development of their ecological self during the first 4 years of studies in a particular initial TE programme. Although literature stresses the need to begin TE with investigating teacher identity, the results show that according to student teachers’ opinions, the particular TE curriculum does not address the notion of teacher identity in a focused manner, and more prominently, it does not address teacher identity development in the context of Education for Sustainable Development (ESD).","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121553069","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: 5
Reorienting Educational Efforts for Sustainable Development: Experiences from South Asia 为可持续发展调整教育工作的方向:来自南亚的经验
Journal of Education for Sustainable Development Pub Date : 2017-09-01 DOI: 10.1177/0973408217746556
Reiner Mathar
{"title":"Reorienting Educational Efforts for Sustainable Development: Experiences from South Asia","authors":"Reiner Mathar","doi":"10.1177/0973408217746556","DOIUrl":"https://doi.org/10.1177/0973408217746556","url":null,"abstract":"Rajeswari Namagiri Gorana and Preeti Rawat Kanaujia (Eds), Springer, Netherlands, 2016, 205 pages, US$ 92.35. ISBN 978-94-017-7620-2. Book series: Schooling for Sustainable Development http://www.springer.com/in/book/9789401776202","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123722151","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: 5
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