Searching for the political dimension in education for sustainable development: socially critical, social learning and radical democratic approaches

2017 ◽  
Vol 25 (1) ◽  
pp. 6-32 ◽  
Author(s):  
Michael Håkansson ◽  
David O. Olof Kronlid ◽  
Leif Östman
Keyword(s):  
Sustainable Development ◽  
Social Learning ◽  
Education For Sustainable Development ◽  
The Political ◽  
Political Dimension ◽  
Critical Social

scholarly journals Civic Education for Sustainable Development

2015 ◽  
Vol 4 (1) ◽  
pp. 5-22
Author(s):  
Bernhard Ohlmeier
Keyword(s):  
Sustainable Development ◽  
Civic Education ◽  
Environmental Sustainability ◽  
Good Governance ◽  
Education For Sustainable Development ◽  
Sustainable Growth ◽  
Education For Sustainability ◽  
German Development ◽  
Political Dimension ◽  
Economic Productivity

Abstract Education for sustainable development (ESD) often fails to consider the political dimension. To address this gap, this paper focuses on a specific political approach to ESD. The model presented is derived from the four sustainable growth targets of German Development Policy. Instead of relying on a neo-classical or neo-liberal economic paradigm, however, the goals of social justice, environmental sustainability, economic productivity and good governance are interpreted using a sustainability model. This model is anchored in a steady-state economy that has overcome the myth of unlimited material growth and seeks to stay within the limits of the planet's resources. The preconditions of good governance are outlined, and it is described how the state and civil society can contribute to this normative goal. In addition to social, ecological, economic and political components, the presented model for civic education for sustainability considers conflicts between different development components and the need for horizontal and vertical coherence. In conclusion, the paper shows that civic education for sustainability must aim to produce informed and empowered global citizens. Citizens should have the ability to employ their knowledge and skills responsibly through local and global civic involvement while also remaining aware of their own interests. Furthermore, it falls to educational policy makers to create national as well as international organisational structures that facilitate civic ESD.

scholarly journals Water-Education as a Promoter of Education for Sustainable Development: Three Studies in Portuguese-Speaking African Countries

2020 ◽  
Vol 9 (2) ◽  
pp. 192-202
Author(s):  
Mafalda Franco Leitão ◽  
Albino Cunha ◽  
Manuela Malheiro Ferreira
Keyword(s):  
Sustainable Development ◽  
Case Studies ◽  
Basic Research ◽  
Education For Sustainable Development ◽  
African Countries ◽  
Development Education ◽  
Political Dimension ◽  
Water Education ◽  
Water Literacy ◽  
Sustainability Challenges

The present study is based on research in teacher self-training in Education for Sustainable Development (Leitão, 2012). Water was the motivating theme. The priority of a fair distribution of water, guaranteeing the consumption, in quality and quantity, to all mankind and living beings is urgent. To respond to water-related sustainability challenges, people worldwide need to acquire "water literacy" about various aspects of water use and management in order to ensure safer water consumption and to contribute to Disaster Risk Reduction (DRR). Three case studies were carried out in schools in three African countries: Angola, Guinea-Bissau and Mozambique. A model of skills in education for sustainable development was applied (Sleurs, 2008). From the analysis of these case studies the theoretical assumptions of research were strengthened by the effective professional practice. But, on contrary, the results that the pillars of sustainable development presented in the basic research should be reviewed, placing the political dimension as transversal, thus strengthening education for sustainable development as fundamental for critical and responsible citizens of the present and of the future. This experience paves the way for future water-education and education for sustainable development projects; such as the follow-up of these three schools.  Keywords: Sustainable Development; Education for Sustainable Development; Water-education and Water Literacy; Case Study

Policy Life Cycle Analysis of Three Australian State-level Public Policies: Exploring the Political Dimension of Sustainable Development

2021 ◽  
Vol 6 (1) ◽  
pp. 9-35
Author(s):  
Kuntal Goswami ◽  
Rolf Gerritsen
Keyword(s):  
Sustainable Development ◽  
Life Cycle ◽  
Public Policies ◽  
Three Dimensional ◽  
State Level ◽  
Annual Reports ◽  
The Political ◽  
State Governments ◽  
Political Dimension ◽  
Parliamentary Debates

This article analyses the life cycle of three Australian public policies (Tasmania Together [TT], South Australia’s Strategic Plan [SASP,] and Western Australia’s State Sustainability Strategy [WA’s SSS]). These policies were formulated at the state level and were structured around sustainable development concepts (the environmental, economic, and social dimensions). This study highlights contexts that led to the making of these public policies, as well as factors that led to their discontinuation. The case studies are based on analysis of parliamentary debates, state governments’ budget reports, public agencies’ annual reports, government media releases, and stakeholders’ feedback. The empirical findings highlight the importance of understanding the political dimension of sustainable development. This fact highlights the need to look beyond the traditional three-dimensional view of sustainability when assessing the success (or lack thereof) of sustainable development policies. Equally important, the analysis indicates that despite these policies’ limited success (and even one of these policies not being implemented at all), sustainability policies can have a legacy beyond their life cycle. Hence, the evaluation of these policies is likely to provide insight into the process of policymaking.

scholarly journals In Praise of Environmental Education

2005 ◽  
Vol 3 (3) ◽  
pp. 284-295 ◽  
Author(s):  
Pablo ángel Meira Cartea
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Historical Development ◽  
Education For Sustainable Development ◽  
Environmental Crisis ◽  
The Political ◽  
Critical Stage ◽  
Ideological Bias ◽  
Wide Acceptance ◽  
The Rich

Environmental education (EE) is going through a critical stage. The wide acceptance of education for sustainable development (ESD) as a reference guiding the educational response to the environmental crisis has strengthened the critical views of EE. This article tries to refute the arguments put forward by those who criticize EE and advocate its ‘substitution’ by ESD. The article points out the theoretical weaknesses and the political and ideological bias of the notion of ‘sustainable development and sets these against the rich historical development of EE. In this approach, ESD is shown to offer no original responses to the challenges of the environmental crisis and of development. The author admits that ESD may be one of the options in the multi-paradigmatic essence attributed to EE, but believes that other interpretations of educational action are coherent with a view of society which is equally sustainable, but which is at the same time oriented towards the attainment of justice and equity today and in the future of mankind.

scholarly journals Education in the new Era: The Dissemination of Education for Sustainable Development in the Political Science Programmes at Notre Dame University – Louaize

2012 ◽  
Vol 3 (1) ◽  
pp. 135-144
Author(s):  
Georges Labaki
Keyword(s):  
Sustainable Development ◽  
Political Science ◽  
Continuous Process ◽  
Holistic Approach ◽  
Education For Sustainable Development ◽  
The Political ◽  
Global Approach ◽  
Political Will ◽  
Process Of Change ◽  
New Era

Abstract Sustainable development is continuous process of change requiring painful choices resting on political will. This paper examines the developments needed to engage with sustainable development in the field of political science through the following: the reform in political science programmes to cope with the need for sustainable development in terms of governance, advocacy and other related issues; the need to use a holistic approach in education; the re-examination of the prevailing ideologies and market-oriented economies; the introduction of education for sustainable development at the Faculty of Political Science of Notre Dame University - Louaize in terms of a global approach of education, curricula design, teaching and implementation.

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