scholarly journals The Contested Space of Animals in Education: A Response to the “Animal Turn” in Education for Sustainable Development

2019 ◽  
Vol 9 (3) ◽  
pp. 211 ◽  
Author(s):  
Pedersen
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Education For Sustainable Development ◽  
Pedagogical Practice ◽  
Contested Spaces ◽  
Contested Space ◽  
Immanent Critique ◽  
Critical Account ◽  
Critical Pluralism ◽  
Knowledge Claims

The so-called “animal turn”, having been on the agenda for around 15 years in the humanities and social sciences, is gaining force also in the educational sciences, typically with an orientation toward posthumanist ontologies. One particular space where educational “more-than-human” relations are debated is the field of education for sustainable development (ESD). This paper responds to two recent contributions to this debate, both positioned within ESD frameworks. The purpose of this response is two-fold: First, to give a critical account of the knowledge claims of the two articles, their overlaps and divergences, as well as their implications for pedagogical practice and their potential consequences for the position of animals in education and in society at large. The meaning and usefulness of analytic tools such as “critical pluralism” and “immanent critique” in relation to animals in education is discussed, as well as whose realities are represented in ESD, revealing contested spaces of teaching and learning manifested through an “enlightened distance” to anthropocentrism in-between compliance and change. The second purpose is to sketch a foundation of reflective practice for critical animal pedagogies, offering a critical theory-based form of resistance against recent posthumanist configurations of the “animal question” in education and beyond.

Media Education for Sustainable Development

2020 ◽  
pp. 137-153
Author(s):  
Hossam Mohamed Elhamy
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Education For Sustainable Development ◽  
Media Education ◽  
Development Communication ◽  
Development Education ◽  
Program Content ◽  
Education Decision ◽  
Teaching Learning ◽  
Sustainable Development Education

This chapter describes ways sustainable development education can be integrated into media education on various levels: institutional or university level, program content, and teaching—learning arrangements. Several chapter topics relate to the relationship between sustainable development and media education, such as the role of communication in development, communication strategies for the implementation of sustainable development, education for sustainable development, and reorienting media education programs to address sustainability. The chapter also details a guideline for media education decision makers regarding planning and implementation of the integration of sustainability and sustainable development on macro levels (institutional) and micro levels (programs structure, content, teaching, and learning).

scholarly journals Students and education for sustainable development – what matters? A case study on students’ sustainability consciousness derived from participating in an ESD project

2019 ◽  
Vol 13 (2) ◽  
pp. 6
Author(s):  
Majken Korsager ◽  
Eldri Scheie
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Large Scale ◽  
Holistic Approach ◽  
Education For Sustainable Development ◽  
Social Dimension ◽  
Economic Dimension ◽  
Explicit Teaching ◽  
The Impact

AbstractThis article presents a qualitative case study exploring how students’ partici-pation in a project about sustainable development (SD) influences their sustainability consciousness. Sustainability consciousness is a concept that integrates the environmental, economic and social dimensions of SD with knowledge, skills and attitudes. This study follows up the results from a recent quantitative large-scale study conducted in Sweden, investigating the impact of education for sustainable education (ESD) on students’ sustainability consciousness. Results from our study show that the students’ sustainability consciousness is dominated by a mono-dimensional approach from the environmental perspective. However, their motivation to act (Attitudes) was highest within the economic dimension. The skills they expressed they had attained, were mainly practical and mostly within the environmental dimension and to some extent the social dimension. Analysis of the project showed both a lack of collaboration between the teachers and a lack of explicit teaching, which could explain why the holistic approach to SD was under-communicated to the students. The students’ sustainability consciousness seemed improved after a re-design of the ESD project, where the main changes were more explicit teaching and learning goals, and adding Norwegian as a subject. The results are discussed in relation to what should be emphasized in ESD projects in order to empower pupils and students for action competence for SD.Keywords: education for sustainable development, students’ sustainability consciousnessElever og utdanning for bærekraftig utvikling – hva er viktig? En case-studie om elevers bærekraftbevissthet etter deltakelse i et prosjekt om bærekraftig utviklingSammendragDenne artikkelen presenterer en kvalitativ case-studie som utforsker hvordan elevers deltakelse i et prosjekt om bærekraftig utvikling påvirker deres bærekraftbevissthet. Bærekraftbevissthet er et konsept som integrerer den miljømessige, økonomiske og sosiale dimensjonen av bærekraftig utvikling med kunnskap, ferdigheter og holdninger. Denne studien følger opp resultatene fra en nylig kvantitativ storskalaundersøkelse gjennomført i Sverige, der effekten av utdanning for bærekraftig utvikling (UBU) på elevers bærekraftbevissthet er undersøkt. Resultatene fra denne studien viser at elevenes bærekraftbevissthet domineres av en mono-dimensjonal tilnærming fra miljøperspektivet. Men deres motivasjon til å handle (Holdninger) var høyest innenfor den økonomiske dimensjonen. De ferdighetene de uttrykte de hadde oppnådd, var hovedsakelig praktiske og for det meste innenfor miljødimensjonen og noen innen den sosiale dimensjonen. Analyse av prosjektet viste at det var både mangel på samarbeid mellom lærerne og mangel på eksplisitt undervisning, noe som kunne forklare hvorfor den holistiske tilnærmingen til bærekraftig utvikling ble underkommunisert til elevene. Elevenes bærekraftbevissthet ble forbedret noe etter re-design av prosjektet, hvor hovedendringene var mer eksplisitt undervisning og læringsmål samt å inkludere norsk som emne. Resultatene diskuteres med sikte på hva som bør vektlegges i prosjekter i bærekraftig utvikling for å gi elever og studenter handlingskompetanse i bærekraftig utvikling.Nøkkelord: utdanning for bærekraftig utvikling, elevers bærekraftbevissthet

scholarly journals Strengthening Social Resilience through Education for Sustainable Development - Building a Monitoring and Evaluation Framework and Improvement Mechanisms

Impact ◽  
2021 ◽  
Vol 2021 (4) ◽  
pp. 8-9
Author(s):  
Yuto Kitamura
Keyword(s):  
Sustainable Development ◽  
Southeast Asia ◽  
Teaching And Learning ◽  
Monitoring And Evaluation ◽  
Education For Sustainable Development ◽  
Evaluation Framework ◽  
Social Resilience ◽  
Education Policies ◽  
Common Framework ◽  
Just Society

Education for Sustainable Development (ESD) empowers learners to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, while respecting cultural diversity. Professor Yuto Kitamura, Graduate School of Education, University of Tokyo, Japan, is investigating how ESD affects the perception, consciousness and attitude of students and teachers. The goal is to develop a common framework and indicators to effectively monitor and assess the impacts of ESD at the school and institution level. Research at the Center for Advanced School Education and Evidence-based Research (CASEER) entitled 'Strengthening Social Resilience through Education for Sustainable Development-Building a Monitoring and Evaluation Framework and improvement mechanism' is seeking to enhance the quantity and quality of ESD. To do this, Kitamura and the team are exploring education policies in developing countries, with a focus on Southeast Asia where countries are starting to recognise the importance of ESD but have yet to implement them sufficiently. Therefore, the research of Kitamura and the team can assist with effectively incorporating ESD into teaching and learning activities. It will also help with monitoring and evaluating the impacts of ESD, which is something with which some countries in Southeast Asia are struggling. The goal of the research is to present a standard model consisting of a set of indicators and a questionnaire survey that can shed light on the present situation as well as future developments. When being implemented, the model can be modified according to the country and society in question.

Environmental Education and Education for Sustainable Development Through Mobile Learning

2021 ◽  
pp. 1135-1157
Author(s):  
Shachi Shah ◽  
V. Venkat Ramanan
Keyword(s):  
Sustainable Development ◽  
Developing Countries ◽  
Environmental Education ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Education For Sustainable Development ◽  
Collaborative Environment ◽  
Development Policies

Growing planetary challenges demand environmental consciousness and energetic workforce. The environmental education and education for sustainable development are essential for the knowledge workers so as to intellectually empower them with cognitive skills, analytical abilities and problem solving capabilities leading to the efficient development and implementation of sustainable development policies and programmes. Increasing Access through Mobile Learning for EE and ESD is the need of the hour, especially for developing countries where the use of mobile technology is increasing at a phenomenal rate. Mobile learning will augment the efficacy of participatory teaching and learning methods that motivate and empower learners to change their behaviour and take action for environment and sustainable development. M-Learning enables learners to merge their learning experiences in a shared collaborative environment. This paper shows how mobile learning can transform the delivery of EE and ESD.

scholarly journals Exploring Critical Success Factors of Education for Sustainable Development (ESD) in Malaysia

2020 ◽  
Vol 5 (2) ◽  
pp. 62
Author(s):  
Suleiman Mohamoud, Amina ◽  
Maon, Siti Noorsuriani ◽  
Kassim, Erne Suzila
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Best Practice ◽  
Critical Success Factors ◽  
Success Factors ◽  
Education For Sustainable Development ◽  
Theory Approach ◽  
School Program ◽  
Public And Private ◽  
Critical Success

This study seeks to explore the critical success factors of education for sustainable development. As the world has realized a move towards sustainability is inevitable, sustainable development (SD) was adopted and headed by the United Nations. To embed the concept of sustainable development in the minds of young people who will be the future generations and to create the best practice and attitude towards environment, education for sustainable development (ESD) was introduced as an approach of teaching and learning in schools. Malaysia has implemented (ESD) and became a member of the Foundation of Environmental Education (FEE) and a member of the Worldwide Fund for Nature (WWF) which is running the eco school program nationally. However, as the uptake of the ecoschool status and environmental excellence of ‘Green Flag’ is very low, this gives the hint of the need for these schools to be aware of the success factors which can lead to effective implementation of education for sustainable development. Hence, an exploratory study based on the grounded theory approach was conducted. The data was attained from interviews with eco leaders of awarded eco-schools and with a “program officer” of the eco-school program in WWF Malaysia. The findings suggest for a model that consists of 33 critical success factors of implementing (ESD), fulfilled through four main elements of 1) the eco- committee, 2) the teacher (eco leader), 3) the students and 4) the school management. This model can be used as guidelines for those seeking to effectively implement education for sustainable development in eco-schools. The findings also emphasize on the importance of cooperation and collaboration between the school community, the public and private agencies, and non-government agencies to fulfill the sustainable development goals.

scholarly journals Environmental Education: A Place in the Curriculum?

2004 ◽  
Author(s):  
Rachel Bolstad
Keyword(s):  
Sustainable Development ◽  
New Zealand ◽  
Environmental Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
School Curriculum ◽  
Education For Sustainable Development ◽  
Curriculum Project ◽  
Place Based Education ◽  
Oriented Approach

This article examines the place of environmental education/education for sustainable development (EE/ESD) in the school curriculum. Despite international calls for EE/ESD to form the pillar of a re-oriented approach to school curriculum, teaching, and learning, in most schools the principles of EE/ESD are poorly understood, and it occupies a marginal place in curriculum and teaching practice. This article considers the “place” of EE/ESD in the New Zealand curriculum, and the potential to align EE/ESD with a “place-based” education (PBE) approach in New Zealand schools. Current directions from the New Zealand Curriculum Project may create new possibilities for this to occur.

scholarly journals Novice Teachers’ Beliefs and Knowledge about Education for Sustainable Development

2020 ◽  
Vol 44 ◽  
pp. 34-44
Author(s):  
Olena Zhukova ◽  
Ilona Fjodorova ◽  
Dzintra Iliško
Keyword(s):  
Sustainable Development ◽  
Novice Teachers ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Education For Sustainable Development ◽  
Study Data ◽  
Structured Interviews ◽  
Group Discussions ◽  
Teachers Beliefs ◽  
Collection Methods

Incorporating education for sustainable development (ESD) into the curriculum is one of the main priorities of education policy in Latvia and internationally. Implementation of ESD relies greatly on individual teachers’ beliefs, enthusiasm, theoretical knowledge and practical expertise. It is widely recognized that teachers’ beliefs influence their decisions about the curriculum, pedagogy and assessment. While teachers’ beliefs and general pedagogical knowledge receive considerable attention in teacher education research worldwide, novice teachers’ beliefs and knowledge regarding sustainability and ESD are not widely discussed despite the widespread assumption that teacher’s preparedness and intention to teach ESD tend to be motivated by the beliefs and knowledge a teacher holds. Some education researchers argue that novice teachers tend to have limited understanding of sustainability and ESD. The aim of the research described in this article was to reveal the range of ways in which a sample of 32 volunteer novice teachers in Latvia perceive, understand and experience ESD, as well as how ESD relates to their professional practice. A phenomenographic approach is applied in this study. Data collection methods include semi-structured interviews, written questionnaires, and focus group discussions. The study revealed a range of ways in which novice teachers conceptualize sustainability and ESD. The insights from this research might serve to inform teaching and learning practices in the undergraduate and postgraduate teaching courses and to prepare teachers more adequately to implement ESD.

scholarly journals An Analysis of Transformation of Teaching and Learning of Japanese Schools that Significantly Addressed Education for Sustainable Development

2017 ◽  
Vol 19 (2) ◽  
pp. 36-50 ◽  
Author(s):  
Tomonori Ichinose
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Local Community ◽  
Local Environment ◽  
Education For Sustainable Development ◽  
Head Teachers ◽  
Local Society ◽  
School Activities ◽  
Educational Backgrounds ◽  
Teachers And Students

AbstractEducation for Sustainable Development (ESD) requires learner-centred and interactive teaching strategies such as critical thinking, participatory decision-making, value-based learning, and multi-method approaches, all of which to some degree contrast traditional lecture-based teaching practices. As there is very little evidence providing international comparison across different educational backgrounds, the research digs deeper into the effects of a pluralistic ESD approach to teaching in the context of Japanese primary and secondary education. Based on answers from a questionnaire administered by head teachers in 469 ESD schools, the present research shows that teachers recognise that at least in relation to the local environment, community welfare, and depopulation of communities, the students are increasingly aware of their role and the need to act ambitiously to create a sustainable society. In these teacher comments about ESD methods, the main emphases were on the whole system, for example, the use of integrated studies (referred to 37 times), cross-curriculum development (13), and the ESD calendar (12). The fact that ESD is learner-centred (26), learning in the society (23) focused on collaboration with local community, and based on active learning (20) also frequently appeared. The research also reveals that by using local resource materials and conducting experiential activities, studentsí awareness of their local district deepens, and students then start to tackle with difficulties of local society such as declining population, protection of natural environment, and preservation of traditional culture by themselves. However, it cannot be said that teachers clearly understand their role as coaches and change agents, and there were no reported cases of teachers and students collaboratively designing school activities. Thus, there is still space for more profound teaching and learning growth in ESD in Japan.

Sustainability in Higher Education

Education ◽  
2021 ◽  
Author(s):  
Matthias Barth
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Teaching And Learning ◽  
Role Model ◽  
Historical Context ◽  
Education For Sustainable Development ◽  
The Sustainable Development ◽  
Development Goals ◽  
Sustainability In Higher Education ◽  
Social Learning Processes

Since sustainable development has emerged as a normative guiding idea at the global level, it has been perceived as a “moving target” that requires deliberation and social learning processes. Consequently, the notion of learning for sustainability figures prominently in both academia and policy, and learning and education are increasingly considered important features in this regard. Education for sustainable development was first introduced in 1992 at the United Nations Conference on Sustainable Development and has since developed into a well-established educational field. Additional momentum has been gained through the UN Decade of Education for Sustainable Development (2005–2014). This is even more so with the ongoing follow-up program “ESD for 2030” in which a direct link to the Sustainable Development Goals (SDGs) has been made. While the implementation of this vision is supported in all educational sectors, it is higher education that has a key role to play in the overall process of striving for sustainable development. Universities generate and transfer relevant knowledge, as well as enable future change agents to contribute to a sustainable future. In addition, they act in their own organizational practice as a role model and contribute through societal outreach and service. This bibliography contains a selection of papers and volumes on themes discussed in the area of sustainability in higher education. It covers the Historical Context, various areas of universities activities and different disciplinary and regional approaches. Emphasis is given on educational activities and thus the research and practice of teaching and learning on the micro- level (courses) and the macro-level (programs).

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