On the need to repoliticise environmental and sustainability education: rethinking the postpolitical consensus     

Louise Sund  Johan Öhman 《Environmental Education Research》2014,20(5):639-659

This article draws attention to the possibilities of the ongoing philosophical discussion about cosmopolitan universal values in relation to the normative challenges in environmental and sustainability education (ESE). The purpose of this paper is to clarify the philosophical problems of addressing universally sustainable responsibilities and values in ESE. Our arguments draw inspiration from the work of three poststructuralist scholars: we explore how Butler develops her claim that universal assertion requires a cultural translation, how Mouffe exposes the political in universal claim and how Todd argues that education needs to introduce students to a political language that enables them to critically reflect on their own and other groups’ values and actions. In the concluding part, we suggest the following guidelines for rethinking ESE: unmasking the political dimension, re-politicising education, seeing beyond the relativist and objectivist divide and using passion as a moving force.  相似文献   

The heart of ESD: personally engaging learners with sustainability     

Paul Murray  Julie Goodhew  Sheran Murray 《Environmental Education Research》2014,20(5):718-734

Education for sustainable development aims to help learners engage with the concept of sustainability. This paper considers whether specific values-centred sustainability training techniques can promote personal engagement with sustainability when undertaken by higher education students on an extra-curricular voluntary basis. Conducted over an eight-month period, the study evaluates the impact of the training on 67 second year undergraduate design and engineering students at Plymouth University using pre- and post-training values and worldview scales measured against a control group. Four months after the training, one-to-one interviews were conducted with a subset of the sample. A quantitative analysis of the values and worldview surveys indicates that a degree of values clarification and mind-set shift resulted from the training, with design students appearing more receptive than those studying engineering. This finding was reinforced in the interview data, which illustrates where and how learners engaged with the training and provides examples of learners deep thought, reflection and mind-set changes.  相似文献   

高职院校实训基地建设的实践与研究     

严莹  俞金元 《江苏广播电视大学学报》2010,21(2):30-33

加强高职院校实训基地建设是办好高等职业教育、增强高职院校竞争力的有效保障。高职院校实训基地建设应从立法保障、功能拓展、开放共享性、统筹规划、内涵建设、验收与评价等方面入手解决当前基地建设过程中普遍存在的问题,从而有效地提高基地建设水平,保证高职院校的可持续发展。  相似文献   

英国政府对大学科研的资助体系   总被引：4，自引：0，他引：4  

湛毅青 《比较教育研究》2006,27(7):58-62

英国政府通过"双重资助系统"对大学科研提供基础条件拨款和项目拨款,保持和提升大学进行科学研究的实力.近年来,大学科研投入的多样化改变了大学科研投入结构原有的平衡,威胁到大学科研的可持续发展.为了改变这种局面,英国政府大幅增加了对大学的科研投入,并不断更新和完善拨款方式,保证拨款的公平性与合理性.  相似文献   

‘Radically different learning’: implementing sustainability pedagogy in a university peer mentor program     

Sherie McClam  Emma M. Flores-Scott 《Teaching in Higher Education》2013,18(3):231-243

Framed in Michele Foucault's theories of discipline and technologies of the self, this paper explores the possibilities for teaching and researching across disciplinary boundaries within the academy. In Foucault's studies of systems of thought, he conceptualized practices – like sexuality – to be instances of what is possible to be, think, and do within a historical moment. In the ethnographic study reported on in this paper, we examined perceptions and practices of discipline-based academics seeking to work across traditional scholarly boundaries as instances of what was possible to be, think, and do in transdisciplinary teaching and research in higher education. Connecting transdisciplinary knowledge production with possibilities for critically engaging with sustainability as a social movement and imperative, we identify questions about and the promise of higher education as a place where this work can be done.  相似文献   

ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools     

David Owen  Brian Hudson  Tarja Tervola 《Technology, Pedagogy and Education》2013,22(3):291-306

The paper presents an evaluation of student and tutor experiences in the introductory module of a European Masters programme in e‐Learning, Multimedia and Consultancy. The aims and outline of the Masters programme are described, together with the pedagogical approach adopted in the introductory module which explores open and flexible learning environments with students and tutors from four European countries. The second part of the paper evaluates the success of the teaching and learning that occurred in this unit, from the perspective of both the students and tutors. Data collected include student and tutor written evaluations, reflections on the authors’ own roles in the programme, and analysis of the products contained in the environment. The paper concludes by detailing future developments in the Masters programme that have been influenced by this cycle of evaluation.  相似文献   

Exploring a systems approach to mainstreaming sustainability in universities: a case study of Rhodes University in South Africa     

Muchaiteyi Togo  Heila Lotz-Sisitka 《Environmental Education Research》2013,19(5):673-693

This paper explores the use of systems theory to inform the mainstreaming of sustainability in a university’s functions as it responds to sustainable development challenges in its local context. Offering a case study of Rhodes University, the paper shows how the use of systems models and concepts, underpinned by a critical realist ontology and an understanding of morphogenetic change processes, have the potential to enable universities to mobilise their operations to respond to local sustainability challenges. In this instance, the success of such an approach is shown to depend on commitments from the university community and the availability of enabling inputs, such as financial and human resources. The paper concludes with reflections and recommendations to inform further development of a newly emerging systems approach in sustainability mainstreaming at Rhodes University, and other institutions pursuing similar approaches and goals.  相似文献   

A comparative study of sustainability management education in China and the USA     

Shihping Kevin Huang  Yu-Lin Wang 《Environmental Education Research》2013,19(1):64-80

This study investigates differences between business schools in different institutional settings, using top-ranked Chinese and US business schools as the bases of analysis. To assess the divergent educational approaches, this study investigates the (1) number of sustainability-related courses per school, (2) design and arrangement of sustainability-related course curricula, (3) content of sustainability-related courses, and (4) teaching methods in sustainability-related courses, across differing institutional settings. The findings reveal differences in the curriculum designs of the two countries, which likely reflect differences in their local institutional settings and their interpretations of sustainability. This study offers several implications and recommendations for further research.  相似文献   

Learning about agriculture within the framework of education for sustainability     

Tali Tal 《Environmental Education Research》2008,14(3):273-290

The last two decades have seen increased threats to agricultural landscapes in Israel. Key factors include population growth, strong pressure from construction entrepreneurs and possible profit to land owners who benefit from a legal conversion of farmland into lands allocated for construction. While each Israeli elementary school student used to participate in agriculture classes, most students no longer experience this and their overall exposure to farming in schools is limited. The main objective of this study was to explore the ways farming is presented and addressed in the national curriculum and in learning materials. Additionally, it examines the actual status of teaching about agriculture and explores how farming is addressed in teachers' pre‐service programmes. The main finding is that very little teaching about agriculture and land management is carried out at most school levels. Only one college prepares agriculture teachers and science education programmes rarely address agriculture as a course topic. The paper also outlines an education for sustainability framework for integrating science, agriculture and environmental education.  相似文献   

Understanding students’ conceptions of sustainability   总被引：2，自引：2，他引：0  

Nicola Walshe 《Environmental Education Research》2008,14(5):537-558

There has recently been significant emphasis placed on environmental education through, for example, the UN’s Decade of Education for Sustainable Development. Despite this, there is still considerable debate within the literature as to how the aims of environmental education can be achieved within schools. It seems likely that if there is a lack of agreement as to what education for sustainable development should include, then this will impact students’ understanding of sustainable development. This paper presents findings from research investigating how one class of 12‐ to 13‐year‐old geography students in the UK understands the concept of sustainability. The research used concept‐mapping and semi‐structured interviews to explore the students’ understandings of sustainability, within a case study framework. The substantive findings of this research suggest that there is a wide variety of understanding of sustainability among the students, but that generally they allude to three: the nature, purpose and timescale of sustainability. The paper also considers the impact of method on researching students’ subject understandings, in particular the use of context when considering abstract concepts, such as sustainability, and the different results obtained when conducting interviews versus concept maps.  相似文献