Education for Sustainable Development: Halfway Through the Decade of ESD and a Long Way From Sustainability

Coffman, Jennifer E; Hopkins, Charles; Ali, Ibrahim M.

doi:10.1891/1942-0617.1.2.142

Cited by 3 publications

(2 citation statements)

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“…The good news is, as an international field of inquiry and practice, psychology has matured to the point where it may credibly identify and proactively address many of the most complex issues of our day, often referred to as "wicked problems," a term referring to complex challenges that require complex solutions (Alford & Head, 2017;Coffman et al, 2009;Kumlien & Coughlan, 2018), exemplified by the Sustainable Development Goals (SDGs; United Nations, 2022). 1 As Stevens and Wedding (2004) documented years ago in their seminal Handbook of International Psychology, such global challenges include, but are not limited to, "intergroup conflict, national transformation and development, threats to the natural environment, physical and mental health needs, and the struggles of disempowered groups" (p. 496).…”

Section: Going Global In the Past Present And Futurementioning

confidence: 99%

Introduction to Going Global: Why psychologists should meet a world of need.

2023

Going Global: How Psychologists Can Meet a World of Need.

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It's 1991, and an unarmed Black man, Rodney King, is brutally beaten by Los Angeles police officers, an event that culminated in 6 days of riots and 63 deaths. • It's 2001, and extremists, in the name of Islam and the Muslim people, deliberately crash two airplanes into the Twin Towers in New York, killing 2,753 people. • It's 2005, and in a national forest in Northern Assam, India, a refugee mother and her squatter family from Bangladesh are fearing imminent deportation. • It's 2009, and in Bonn, Germany, delegates to the Education for Sustainable Development conference are confronting issues such as climate change denial around the world. • It's 2015, in Arusha, Tanzania, at the Education for All conference, where attendees are pleading with leaders in higher education to address the dire need for quality teaching across Africa. • It's 2015 still, but now in the village of Aurdak, Afghanistan, and Rokhshana, a 19-year-old woman married against her will, is stoned to death for adultery by Taliban leaders.

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Section: Going Global In the Past Present And Futurementioning

confidence: 99%

Introduction to Going Global: Why psychologists should meet a world of need.

2023

Going Global: How Psychologists Can Meet a World of Need.

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“…We are well into the United Nations Decade of Education for Sustainable Development (2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014), an international effort to use education as a driver of change toward more sustainable living (Coffman, Hopkins, & Ali, 2009). The present article focuses on K-12 education and leadership, although higher education has an extensive record of engagement with sustainability-related issues (Anderberg, Nordén, & Hansson, 2009;Corcoran & Wals, 2004;Sharp, 2002;Sherren, 2008).…”

Section: Sustainability: An Introductionmentioning

confidence: 99%

Ecology, Democracy, and Green Schools: An Integrated Framework

Kensler¹

2012

Journal of School Leadership

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Sustainability is the integration of ecological, social, and economic approaches to ensuring healthy local and global communities for present and future generations. Although environmental science and social studies teachers have assumed primary responsibility for sustainability related programs and initiatives, whole school approaches to teaching and learning about sustainability are emerging in K–12 schools (green schools) all around the world (Henderson & Tilbury, 2004). Whole school and whole systems approaches to sustainability not only teach about sustainability via the curriculum but also encourage the school community to become a vibrant place for together learning how members might live more sustainably. Recent research highlights the importance of school leaders and leadership for successful green schools (Birney & Reed, 2009; Higgs & McMillan, 2006; Pepper & Wildy, 2008; Schelly, Cross, Franzen, Hall, & Reeve, 2010). The purpose of this article is to propose a theoretical framework that integrates democratic and ecological principles for describing, explaining, and predicting a continuum of development from more traditional schools to green schools. It ends with suggestions for future research.

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