在全球大流行病背景下,灌输可持续发展教育以提高土著学习者教育成果的良好实践思考

Q2 Social Sciences
K. Kohl, Charles A. Hopkins
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引用次数: 1

摘要

摘要新冠肺炎全球大流行对许多国家的可持续发展战略和举措提出了前所未有的挑战。在许多国家,教育战略和资金受到了负面影响,因此,特别是弱势群体受到了严重影响,其中包括世界各地的土著社区。由于土著社区在2020年之前就已经是最脆弱的群体之一,从这场疫情中战略性地、精心规划地恢复对确保他们的福祉至关重要。本文对在课堂、学校和整个社区中融入可持续发展教育的潜力进行了思考,以应对已知但前所未有的可持续性挑战,介绍了在全球疫情之前和期间收集的来自21个国家的32份良好做法报告的共性。作者强调,在规划恢复工作时,应将新冠疫情及其广泛影响视为另一个可持续性挑战,并将可持续发展教育定位为实现高质量教育和充分释放教育对社会潜力的潜在工具,以期土著社区有一个更美好的长期未来。由于联合国土著人民权利问题特别报告员向联合国人权理事会第四十八届会议提交的一份报告也包括了这些良好做法,该报告侧重于土著人民在疫情后的恢复工作,因此还包括了对这两份正式报告的进一步思考,以及从可持续发展教育的角度来看,这些报告与《2030年议程》的总体一致性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Reflections of Good Practice of Infusing ESD to Improve Education Outcomes for Indigenous Learners in Light of a Global Pandemic
Abstract The COVID-19 global pandemic presented an unprecedented challenge to the sustainability strategies and initiatives of many nations. In many countries, education strategies and funding were negatively impacted and, consequently, especially vulnerable groups were highly affected, amongst them Indigenous communities around the world. As Indigenous communities were already amongst the most vulnerable before 2020, a strategically and well-planned recovery from this pandemic would be vital to secure their well-being. This article offers reflections on the potential of infusing Education for Sustainable Development (ESD) in the classroom, the school and the community as a whole, to deal with known and yet unprecedented sustainability challenges in presenting commonalities of 32 good practice reports from 21 countries collected in advance and during the global pandemic. Authors make the point of considering the pandemic and its widespread impact as yet another sustainability challenge and position ESD as a potential tool to achieve quality education and unleash the full potential of education for society when planning recovery efforts in hope for a better future of Indigenous communities in the long term. As the good practices were also included in a report of the UN Special Rapporteur on the Rights of Indigenous Peoples to the 48th Session of the United Nations Human Rights Council, focusing on the post-pandemic recovery efforts for Indigenous Peoples, further thoughts on both official reports and their alignment with the overall 2030 Agenda from an ESD perspective are included.
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来源期刊
CiteScore
4.10
自引率
0.00%
发文量
11
期刊介绍: Journal of Teacher Education for Sustainability (JTEFS) is a forum for the meeting of different views, ideas and research to promote the further development of studies and practice of teacher education in all areas of formal and non-formal education in relation to sustainability. Contributors are encouraged to submit articles with relevance to content and forms of teacher professional and academic education, problems and tasks of teacher in-service education and other issues to help teachers to become responsible mentors for the sustainable development.
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