Environmental education in a neoliberal climate

Hursh, David; Henderson, Joseph A.; Greenwood, David A.

doi:10.1080/13504622.2015.1018141

Cited by 144 publications

(90 citation statements)

References 40 publications

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“…Interesting insights and perspectives on the latter have later been developed by other scholars however, operating in another time and context. The societal and policy context surrounding ESE research in, for instance, Sweden and Denmark (Laessøe and Öhman 2010) differs considerably from the environmental education policy in New Zealand of the 1990s, and that too might also be considered a test-case for the neo-liberalist approaches to ESE recently criticised in a Special Issue of this Journal (Hursh et al 2015).…”

Section: A Contentious and Politically Sensitive Field Of Scholarshipmentioning

confidence: 99%

The roots and routes of environmental and sustainability education policy research

Poeck

Lysgaard

2015

Environmental Education Research

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Section: A Contentious and Politically Sensitive Field Of Scholarshipmentioning

confidence: 99%

The roots and routes of environmental and sustainability education policy research

Poeck

Lysgaard

2015

Environmental Education Research

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“…In the evaluation of the impact of the Decade of Education for Sustainable development, UNESCO found that in most UN member states ESD was increasing, but few states could report full implementation across education systems, as well as across policies and planning [7]. More and more commentators have actually argued that the educational efforts have not been radical enough to address the most urgent problems of our time [27,31,32]. There is obviously still much to do and many challenges to face [33].…”

Section: Introductionmentioning

confidence: 99%

High Performance Education Fails in Sustainability? —A Reflection on Finnish Primary Teacher Education

et al. 2017

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Sustainability is internationally often emphasized as an essential aim of higher education, but more as a principle than on the practical level. This is also obvious in the academic education of primary teachers in Finland. Therefore, it is a great challenge for Finnish teachers to include sustainability in their teaching and everyday life in schools. The aim of this article is to critically analyze why the implementation of sustainability in teacher education is so intricate and to discuss possible solutions with Finland-a country highly valued for its education-as an example. The article reports outcomes from educational policy documents and research on educational, philosophical, scientific and social aspects of sustainability, including evaluation of how sustainability has been implemented in schools and at universities, especially among teacher educators. In addition, the article builds on analyses of comprehensive university strategies and primary school teacher education programs. We found these reasons for the ignoring of sustainability in the Finnish teacher education: sustainability is in conflict with overall trends in society and politics, teacher education takes place at universities and is based on separate academic disciplines. Sustainability is also intricate because it is strongly connected to ecological literacy and it is value dependent. Universities need to overcome these obstacles and become forerunners in the sustainability process.

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“…The recently launched United Nations Sustainable Development Goals (SDG's) highlight education as an important factor in the pursuit towards SD, and education for sustainable development (ESD) is included among the associated targets [13]. Recent research has demonstrated the importance of including critical perspectives in education on present ways of organizing socio-economic structures and the importance of encouraging democratic participation by citizens in political and economic decision-making (see e.g., [7,[14][15][16][17]). Tensions between objectives in society that are related to economic and environmental sustainability are central in discussions concerning a sustainable future.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Role of the Economy in Young Adults’ Understanding of Sustainable Development

Berglund

Gericke

2018

Sustainability

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Abstract:The economic dimension is one of the central perspectives in both sustainable development and education for sustainable development. The role of the economy in sustainable development has been discussed extensively over the years and different views exist about how economic activities affect other sustainability dimensions. How young people view the relationships among economic perspectives and sustainable development seems to be an underemphasized perspective in sustainability education and underexplored in the field of sustainability education research. This study uses cluster analysis, which is an explorative approach, to identify and analyze young peoples' views of the relationships between economic growth, economic development and sustainable development. Six hundred and thirty eight students (age 18-19) from 15 schools across Sweden responded to a questionnaire probing (1) views on these relationships, and (2) their environmental consciousness. Four clusters of students differing in their views on the economy in sustainable development were identified in the analysis: un-differentiating positive, nuanced ambivalent, two-way convinced, and critical. Further analysis indicated that some groups differed in their perception of the environmental dimension of sustainable development. Implications of these findings are discussed from the perspective of education for sustainable development.

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Environmental education in a neoliberal climate

Cited by 144 publications

References 40 publications

The roots and routes of environmental and sustainability education policy research

The roots and routes of environmental and sustainability education policy research

High Performance Education Fails in Sustainability? —A Reflection on Finnish Primary Teacher Education

Exploring the Role of the Economy in Young Adults’ Understanding of Sustainable Development

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