Influence of Community (Town)-based Education for Sustainable Development (ESD) on Global Citizenship: Our Town, Fair Travel Project

2019 ◽  
Vol 8 (3) ◽  
pp. 349-362
Author(s):  
Du Hyun Lee
Keyword(s):  
Sustainable Development ◽  
Global Citizenship ◽  
Education For Sustainable Development

The Denaturation of Environmental Education: Exploring the Role of Ecotechnologies

2015 ◽  
Vol 32 (1) ◽  
pp. 30-41 ◽  
Author(s):  
Annette Gough ◽  
Noel Gough
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Intrinsic Value ◽  
Education For Sustainable Development ◽  
Resource Base ◽  
Natural Resource Base

AbstractThis article explores the changing ways ‘environment’ has been represented in the discourses of environmental education and education for sustainable development (ESD) in United Nations (and related) publications since the 1970s. It draws on the writings of Jean-Luc Nancy and discusses the increasingly dominant view of the environment as a ‘natural resource base for economic and social development’ (United Nations, 2002, p. 2) and how this instrumentalisation of nature is produced by discourses and ‘ecotechnologies’ that ‘identify and define the natural realm in our relationship with it’ (Boetzkes, 2010, p. 29). This denaturation of nature is reflected in the priorities for sustainable development discussed at Rio+20 and proposed successor UNESCO projects. The article argues for the need to reassert the intrinsic value of ‘environment’ in education discourses and discusses strategies for so doing. The article is intended as a wake-up call to the changing context of the ‘environment’ in ESD discourses. In particular, we need to respond to the recent UNESCO (2013a, 2013b) direction of global citizenship education as the successor to the UN Decade of Education for Sustainable Development 2005–2014 that continues to reinforce an instrumentalist view of the environment as part of contributing to ‘a more just, peaceful, tolerant, inclusive, secure and sustainable world’ (UNESCO, 2013a, p. 3).

Education for Sustainable Development and Global Citizenship

2021 ◽  
pp. 67-85
Author(s):  
Francisco Parrança da Silva ◽  
Bruna F. Batista
Keyword(s):  
Systematic Review ◽  
Sustainable Development ◽  
Global Citizenship ◽  
Descriptive Analysis ◽  
School Context ◽  
Education For Sustainable Development ◽  
Pedagogical Practices ◽  
Pedagogical Strategies ◽  
Global Citizens ◽  
Definition Of

The education of global citizens prepared to live with each other and one another in a fair, respectful and sustainable way has taken a high place at the heart of education systems, politics and practices in different parts of the world. This document presents a systematic review, carried through a survey of a cohort of articles that portray pedagogical practices of Education for Sustainable Development (ESD) and/or Global Citizenship of children (three-to-thirteen) in school context. For this systematic review three search phases/stages were performed/took place: a) definition of keywords, b) definition of exclusion and inclusion criteria, and c) construction of three tables that will serve the purpose of data collection for later analysis. A descriptive analysis will be carried out as a way of assessing which pillars of Sustainable Development (SD), sustainability themes, pedagogical strategies and key competences for SD are most representative in reported practices in early childhood education.

scholarly journals EDUCATION FOR SUSTAINABLE DEVELOPMENT AT HIGHER EDUCATION INSTITUTIONS: A CRITIQUE

2016 ◽  
Vol 15 (3) ◽  
pp. 268-270
Author(s):  
Paul Pace
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Social Justice ◽  
Global Citizenship ◽  
Higher Education Institutions ◽  
Education For Sustainable Development ◽  
Environmental Stewardship ◽  
Personal Life ◽  
Economic Factors ◽  
Sustainable Futures

Since the inception of the concept of education for sustainable development (ESD) (UNCED, 1992, Chapter 36, par.3), higher education institutions (HEIs) have been considered key actors in its promotion. HEIs were expected to achieve this by leading students to contextualise their learning within the realities of their own specialisation, profession and personal life by encouraging them to develop: (a) the notion of global citizenship; (b) a commitment towards environmental stewardship; (c) a reflection about the interaction between issues of social justice, ethics, wellbeing and ecological and economic factors; and (d) a commitment towards actively ensuring sustainable futures (Longhurst, 2014, p.5).

School Strike 4 Climate: the intersection of education for sustainable development, education for global citizenship and the Australian Curriculum

2021 ◽  
pp. 1-11
Author(s):  
Karena Menzie-Ballantyne ◽  
Miriam Ham
Keyword(s):  
Sustainable Development ◽  
Global Citizenship ◽  
Deep Understanding ◽  
Education For Sustainable Development ◽  
Development Education ◽  
Australian Curriculum ◽  
Curriculum Review ◽  
Core Concepts ◽  
Competing Priorities ◽  
Sustainable Development Education

Abstract In June 2020, an Australian Curriculum (AC) review was announced, particularly regarding content crowding in primary years, flexibility and deep understanding of core concepts. The language of the announcement highlighted again the ‘competing-priorities’ discourse that suggests a disjuncture between focusing on fundamental knowledge and skills of literacy and numeracy and providing opportunities to develop broader conceptual understandings and skills inherent in the pedagogies of education for global citizenship (EGC) and education for sustainable development (ESD). By contrast, the School Strike 4 Climate rallies exemplified students’ integration of knowledge, skills, values and attitudes from a variety of disciplines and broader learning experiences embedded within the AC with the cross-curriculum priorities, particularly sustainability, and the general capabilities. This article claims that the School Strike 4 Climate rallies highlight the interconnection between EGC and ESD and the AC. It will argue that the inquiry-based, pedagogical approaches of EGC and ESD are powerful integrators offering teachers the opportunity to take cross-disciplinary approaches to planning, connecting multiple learning areas from the AC with real-world projects and issues. It is suggested that, far from crowding the curriculum, such integration frees up space and offers opportunities for the deep conceptual understanding the curriculum review seeks.

Academic Contributions to the UNESCO 2019 Forum on Education for Sustainable Development and Global Citizenship

2021 ◽  
Author(s):  
SDAG Lab
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Developing Country ◽  
Global Citizenship ◽  
Education For Sustainable Development ◽  
Educational Process ◽  
Ministry Of Education ◽  
United Nations Educational ◽  
Cultural Organization

International initiatives on orientating education toward sustainable development can be traced back to a proposal by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in 1995. According to this framework, UNESCO suggested reorienting environmental education and reshaping the educational process so as to build a more sustainable relationship between humans and the environment. Twenty-five years have passed, and much of this pursuit is still ongoing, with many unanswered challenges. In recognition of the importance of education and sustainable development, this book brings into focus some valuable insights from the perspective of a developing country, Vietnam. It is a collected volume of academic contributions to the UNESCO 2019 Forum on Education for Sustainable Development and Global Citizenship, organized on July 2–3, 2019, by UNESCO in conjunction with the Ministry of Education Training (MOET) of Vietnam.

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