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1.
Chet Bowers’ contributions to education are numerous and provocatively persistent. Using the title Ecological Revelations: Recovering the Unseen to frame my examination, I explore four concepts central to Bowers’ work: oikos, intelligence, language, and cultural maps. First, I reflect on the ways in which Bowers’ conceptualization of the concepts created ecological meaning and discursive relevance in education over the course of his scholarship, which spanned more than four decades. I highlight how Bowers’ development of the ideas, each on their own and collectively as a coherent whole, not only challenged assumed cultural ways of being for educators, but importantly, provided an alternative theoretical framework to make new sense of how education (re)produces culture. I examine these concepts in relation to Bowers’ critique of STEM (science, technology, engineering, mathematics), the theoretical dilemmas they raise, and the ecological questions that emerge. Finally, I inquire into how the four featured ideas, STEM, and STEM education play out in the context of a community commons. Here, additional concepts such as collaboration, innovation, renewal, and relationality expand Bowers’ theory, which, in turn, not only give rise to ecological alternatives for STEM and STEM education but for the cultural commons as well.  相似文献   

2.
Abstract

This paper examines the implementation of Education for Sustainable Development (ESD) in Germany and explores the possibilities of Social Network Analysis (SNA) for uncovering influential actors in educational policy innovation processes. From the theoretical perspective, an actor’s influence is inferred from its relative position within issue-specific information flows and the trust placed in its capacities and expertise, instead of relying on an actor’s openly expressed role and policy preferences. Drawing on techniques from quantitative SNA enables to analyse the social interactions as well as the frequency and type of information exchange amongst actors in a particular issue area. Empirically, I focus my attention on the educational innovation of ESD, which has been initiated at the global level, but is mainly put into practice at the national or regional level. Data for the study come from mixed mode interviews with a standardised questionnaire. The interviews were conducted and analysed using egocentric and complete SNA. I find, amongst others results, that NGOs and governmental actors occupy significantly more central, prestigious and influential network positions than schools in the course of implementing ESD in Germany. Furthermore, school representatives exhibit few and weak relations, and mostly share links with other formal education actors.  相似文献   

3.
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4.
This article explores the impact of Chet Bowers’ scholarship on critical and ecojustice studies of the relationship between commons and enclosure in educational theory. In the eyes of critical scholars, enclosure tends to thwart social justice. In the eyes of ecojustice scholars, enclosure tends to accelerate environmental degradation. Increasingly, for both camps, the commons are positioned as the answer to each problem. Though much of Bowers’ work maintained a strict divide between these diverse camps, the best scholars in each tradition have worked to acknowledge the imbrication of and divisions between the social and ecological. In exploring Bowers’ theoretical corpus, I work across the two traditions with the aim of exposing possibilities for further work in educational studies dedicated to theorizing commons and enclosure.  相似文献   

5.
The Japanese government provided various political opportunities for non‐governmental groups and individuals in Japan to ‘jointly propose’ policy on education and sustainable development at the World Summit on Sustainable Development, Johannesburg, 2002. These opportunities resulted in the emergence of the Japanese education for sustainable development (ESD) movement, and the crystallisation of a broader proposal that led to the initiation of the UN Decade of ESD (2005–2014). In this paper, we trace the history of these two outcomes, arguing that the opportunities, developed through the coordination of non‐governmental groups by government, took place within, rather than broadened or confronted, the government’s scope of interests. While the paper illustrates how the government’s continued support was crucial to the development of the ESD movement and the UN Decade, and the movement has met with considerable achievements thus far (via its collective challenges to conventional education in a sustainability context in Japan), we argue that recognition of the political opportunity structures that affect the movement’s further development remains crucial. In particular, we argue for close attention to the significance of a corporatist framing of this emerging civil society movement in Japan by the national government, and call for further political and historical analysis of ESD movements and their relations with government, around the world.  相似文献   

6.
This paper explores the ideological and the practical relationship between neoliberalism and New Public Management (NPM) and the sustainable development agenda of western higher education. Using the United Kingdom and specifically English universities as an example, it investigates the contradictions and the synergies between neoliberal and NPM ideologies and the pursuit and practice of the sustainability agenda, focusing in particular on education for sustainable development (ESD) and ESD research. This paper reveals a range of challenges and opportunities in respect of advancing sustainability in higher education, within the prevailing neoliberal context. It illustrates using examples how neoliberal and managerialist control mechanisms, which govern institutional, departmental and individual academic, as well as student behaviour, are working conversely to both drive and limit the sustainability education agenda. The case is made for further exploration of how ‘nudging’ and ‘steering’ mechanisms within English HE might provide further leverage for ESD developments in the near future, and the implications of this for sustainability educators.  相似文献   

7.
In 2006 the author was contracted to research possible approaches to a UK indicator of education for sustainable development (ESD). This article describes and seeks to explain the response of government advisers and influential members of the UK ESD community to the approaches he proposed. While the UK strategy for sustainable development called for a result indicator to show the impact of ESD on learners’ knowledge and awareness of sustainable development, the indicator that was recommended to government by its advisers, after consulting the ESD community, was essentially a facilitative indicator showing the percentage of schools that rated themselves good or outstanding using a self‐evaluation instrument linked to the emerging sustainable schools framework. An opportunity to monitor the impact of ESD on learners’ sustainability literacy and encourage more socially critical approaches was lost as the micro‐politics of ESD (the preferences of advisers and those consulted) failed to challenge the macro‐politics examined in the author’s earlier article.  相似文献   

8.
The importance of community learning in effecting social change towards ecological sustainability has been recognised for some time. More recently, the use of Information and Communication Technology (ICT) tools to promote socio-ecological sustainability has been shown to have potential in community education for sustainable development (ESD). The effective design and use of technology for community learning implies an understanding of a range of cross-dimensional factors including: socio-cultural characteristics and needs of the target audience; considerations of available and culturally responsive types of technology; and non-formal pedagogical ESD strategies for community empowerment. In addition, both technology itself and social communities are dynamically evolving and complex entities. This article presents a case study which evaluated the potential of ICT for promoting ecological literacy and action competence amongst community members in southern Chile. The case study addressed the ecological deterioration of a lake, which is having deep social, economic, recreational and cultural implications locally. The authors’ research involved developing a theoretical framework for the design, implementation and use of ICT for community learning for sustainability. The framework was based on key ideas from ESD, ICT and community education, and was underpinned by a systems thinking approach to account for the dynamism and complexity of such settings. Activity theory provided a frame to address overarching socio-cultural elements when using technology as a mediating tool for community learning. The authors’ findings suggest that the use of an ICT tool, such as a website, can enhance ecological literacy in relation to a local socio-ecological issue.  相似文献   

9.
Higher education institutions in Sweden are increasingly exposed to international market conditions and rising competition from a more mobile student body. This increases the need for universities to adapt to their social and economic environment and to their clients, including the political trends and financial opportunities in Sweden and EU, if they are to successfully implement sustainability reforms. In this regard, we examine the barriers faced by a ‘post-normal’ education for sustainable development (ESD) inherent within the structures of a ‘normal’ University. We pose the question whether Integrated Water Resource Management (IWRM) as a post-normal process can contribute to increased capacity of normal higher education institutions to address complex sustainability problems? IWRM is conceptualised as an interactionist process of social learning and adaptive management to reflect on the experiences from one particular case, namely the Master Programme in IWRM at the Swedish University of Agricultural Sciences. We illustrate how IWRM can contribute to address conflicts of interests in education arising from competing claims of stakeholders in real life management situations, but also to reconcile the conflicts associated with institutional adaptation under conditions characterised by a new international educational regime and rapidly changing market conditions. The paper brings together the discourse on ESD with lessons from IWRM and contends that the interactionist approach might offer a useful alternative to realist conceptions of ESD in learner-centred and institutional systemic approaches. Contrary to other reports on IWRM education, this paper reflects on this role of IWRM within higher education per se.  相似文献   

10.
In an ‘age of measurement’ where students’ qualification is a hot topic on the political agenda, it is of interest to ask what the function of qualification might implicate in relation to a complex issue as Education for Sustainable Development (ESD) and what function environmental and sustainability issues serve in science education. This paper deals with how secondary and upper secondary teachers in discussions with colleagues articulate qualification in relation to educational aims of ESD. With inspiration from discourse theory, the teachers’ articulations of qualification are analysed and put in relation to other functions of education (qualification, socialisation and subjectification). The results of this study show three discourses of qualification: scientific reasoning, awareness of complexity and to be critical. The discourse of ‘qualification as to be critical’ is articulated as a composite of differing epistemological views. In this discourse, the teachers undulate between rationalistic epistemological views and postmodern views, in a pragmatic way, to articulate a discourse of critical thinking which serves as a reflecting tool to bring about different ways of valuing issues of sustainability, which reformulates ‘matter of facts’ towards ‘matter of concerns’  相似文献   

11.
We wondered how ‘democracy’ was being used and communicated within the higher education discourse of ‘education for sustainability’, or ‘for sustainable development’ (ES/ESD). We used a philosophical hermeneutic approach to explore the sense or senses in which the concept of democracy is used within this literature and supported our analysis by incorporating text about democracy from other disciplines. We conclude from our analysis that the concept of democracy within ES/ESD texts has evolved to suggest many meanings that in their entirety do not support our shared research mission towards ES/ESD. At the pens of ES/ESD scholars, democracy may have become one of Sartori's intolerably blunted conceptual tools.  相似文献   

12.
In educational settings, sustainable development (SD) is often handled with the aim of reducing the contested aspects of the concept. Issues like trade, conservation, public health and international relations are often presented in a simplified way so that they are easier for students to grasp. However, in education, this tendency to simplify sustainability issues can be a disadvantage. This study explores how Swedish upper secondary school teachers’ education for sustainable development (ESD) in award-winning ‘ESD-schools’ supports students to become informed and autonomous democratic citizens by appreciating the complexity of the concept of SD. This empirical study is part of a larger research project studying progressive upper secondary schools and is a development of earlier research on teachers’ starting points for long-term purposes beyond the teaching – which we have termed objects of responsibility. In interviews of five teachers from two schools, experienced in ESD issues and working in teacher teams, an interesting commonality in their arguments for teaching sustainability emerged during the analytical process. The implications of the study’s results are important for EE/ESD research into teaching continuity as well as for teachers in practice.  相似文献   

13.
Abstract

Research suggests that innovative and engaging professional development is instrumental in supporting teachers in developing their competence and confidence in teaching sustainability. An international initiative was developed to explore whether a competencies-oriented Education for Sustainable Development (ESD) professional development model was transferable across three different international contexts (Ireland, Germany and Mexico). This paper reports on the adaptation of this model within the Irish context, through the development of an innovative professional development programme for primary teachers. Through a mixed-methods approach which gathered data via pre- and post-programme surveys, teachers’ reflective journals and post-programme group interviews, the paper explores Irish primary school teachers’ experiences of, and attitudes towards, teaching sustainability through science education after participation in a professional development programme. The findings suggest that this programme, structured around the existing evidence for effective professional development in science education and ESD, positively influences teachers’ self-efficacy, supports teachers’ critical engagement with sustainability competencies and promotes the development of transformative pedagogies for sustainability through Inquiry-Based Science Education.  相似文献   

14.
In this article, I make a response to Lewin’s insightful and judicious contribution to the Gearon–Jackson debate. I address the central and important arguments made by Lewin in relation to three aspects of my theoretical orientations on religion in education: (1) what Lewin rightly identifies as my ‘propositional’ interpretation of religion; (2) the politicisation of religion as secularisation; and (3) the securitisation of religion in education as a ‘securitisation of the sacred’. I argue some theoretical framing for this is necessary and that an engagement with the (propositional) realities more helpful than their denial, and that precisely because religion is propositional it can be so used or directed to political and security purposes. In sum, to ensure there is no sense of equivocation in my response I greatly welcome Levin’s intervention, but defend my propositional interpretation of religion and defend too my conceptualisation of the politicisation and securitisation of religion in education. Prompted by Jackson’s critique and Lewin’s subsequent intervention, this response is offered then as a bridge to facilitate further theorisation of the politicisation and securitisation of religion in education as an aspect of secularisation.  相似文献   

15.
This article links the prospects of sustainable development to democratic socialism and those forms of knowledge and learning developed by the global anti‐capitalist movement. While socially critical approaches to education for sustainable development (ESD) can accommodate these forms, they are marginalised by New Labour’s policies on sustainable development and education. Contradictions between neo‐liberalism and social democracy in these policies explain why ESD has made limited progress and suggest the kinds of initiatives and ESD indicators the UK government is likely to favour. The article establishes the policy context for a second article that focuses on how the UK ESD community responded to the author’s report on possible approaches to an ESD indicator, commissioned by the Sustainable Development Commission.  相似文献   

16.
The aim of the study is to describe and analyse research articles relating to the subject of education for sustainable development (ESD) for early childhood education (ECE), published during the years 1996–2013. This is done by answering three specific questions: (1) How is ESD defined by researchers in ECE? (2) What are the major research inquiries and results? (3) What does the research say about young children acting for change in relation to sustainability? Our analysis identified two different definitions of ESD: first, as a threefold approach to education based on questions concerning education about, in and for the environment; and, second, as an approach to education that includes three interrelated dimensions: economic, social and environmental. Two major research areas are identified in this study. The first area relates to how teachers understand ESD, while the second area focuses on how ESD can be implemented in educational practice. During the period studied, the research has evolved from teaching children facts about the environment and sustainability issues to educating children to act for change. This new approach reveals a more competent child who can think for him- or herself and make well-considered decisions. The decisions are made by investigating and participating in critical discussions about alternative ways of acting for change.  相似文献   

17.
I argue that it is not possible to provide a single English perspective on ‘inclusion’ or ‘integration’. Instead, I set out my perspective and compare it with the way ‘inclusion’ and ‘inclusive education’ have been defined by others. My view starts from an assumption of diversity within common groups and is linked to the development of comprehensive community education. It is concerned with fostering participation for all and reducing all exclusionary pressures. I indicate the conflicts between this approach, the discourse of ‘special needs’ and the selective pressures from recent legislation and official policy. I relate two studies to my perspective; the first concerned with the inclusion of students with Down's Syndrome in mainstream secondary schools and the second with exploring the participation of all students in a community high school.  相似文献   

18.
This paper presents an evidence-based model (the I3E model) for embedding education for sustainability (EfS) within a higher education institution. This model emerged from a doctoral research that examined organisational learning and change processes at the University of Southampton to build EfS into the university curriculum. The researcher aimed to learn from real practice through acting as a facilitator for curriculum development in EfS within an interdisciplinary group of academic staff members. A critical friend position was also acquired within a community of practice to implement a programme which attempted to embed sustainability within the student experience. The I3E model identifies four overarching components that can support universities in their aim to embed EfS within the undergraduate curriculum. These integrated components are: Inform the university community about sustainability; Engage the different university stakeholders in the change process towards sustainability; Empower individuals and groups to make change happen within their sphere of influence and action; and Embed sustainability within existing university structures.  相似文献   

19.
As Education for Sustainable Development (ESD) slowly moves up the UK Government's policy agenda, practical implementation issues are increasing in significance. This paper offers a retrospective reflective account of a major national ESD initiative, Learning to Last, funded by the Quality and Standards Directorate of the Learning and Skills Council. At the centre of the Learning to Last experience was a tension between a managerialist approach to project development, common within the Learning and Skills sector, and an ecological, networked and synoptic methodology more in keeping with and sympathetic to the values of ESD. Applying the concepts of ‘governmentality’ and new public management, Learning to Last is viewed as a target and output driven initiative offering restricted opportunities for creative development and conceptual learning. Only with a more reflective and reflexive engagement with sustainability and learning will the possibilities of achieving a more sustainable future and of negotiating our ‘society of government’ be realised.  相似文献   

20.
This response to David Lewin states the purpose of my critique of some aspects of Liam Gearon’s work. It clarifies my position on the aims of ‘inclusive’ religious education, rejecting Gearon’s view that REDCo researchers shared a common pluralistic theology, regarding religious education as having a single political aim. It reinforces Gearon’s misrepresentation of the development of the Toledo Guiding Principles. In addressing the concern that religious education serves political ends, I acknowledge that much educational discourse has a political dimension but, in the case of ‘inclusive’ religious education, I argue that an approach based on John Rawls’ view of political liberalism can facilitate understanding of religions. I respond to Lewin’s assumption that my own view of religious language is entirely propositional and I compare the view of religious language expressed by Morimoto, quoted with approval by Lewin, with that of D. Z. Phillips, noting that its adoption implies that religious ‘insiders’ and those with no religious commitments are incapable of mutual understanding. I introduce the interpretive approach as an impartial methodology for religious education. Finally, I invite Lewin to engage with empirical research informing European policy on religious education, relevant to issues of secularity and secularism.  相似文献   

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