From Education for Sustainable Development to Ecopedagogy: Sustaining Capitalism or Sustaining Life?

Kahn, R.

doi:10.3903/gtp.2008.1.2

Cited by 62 publications

(60 citation statements)

References 21 publications

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“…Richard Kahn (2008) detailed how at the 2002 Earth Summit held in Johannesburg South Africa (The World Summit for Sustainable Development (WSSD)) definite divisions and resistance to the dominant SDD emerged. Central to the tension was the refusal of the WSSD (or W$$D as it was dubbed by critics) to ratify "the holistic, pointedly socialist in spirit, and non-anthropocentric Earth Charter educational framework" (Kahn, 2008, p. 7).…”

Section: The Transnational State and The Role Of The Un In Redefiningmentioning

confidence: 99%

“…The ideological struggle was principally between "large-scale corporate and governmental technocrats and the more grass-roots based theorists, activists and educators proper" (Kahn, 2008, p. 7). Instead of the ratification of the Earth Charter, EfS was promoted as the favored form of inter-disciplinary education to be integrated into all levels of schooling (Kahn, 2008). This was followed by the United Nations declaration of a Decade of Education for Sustainable Development (DESD) during 2005-2014. This section has discussed the UN as a transnational interstate apparatus that has been central in producing and integrating dominant neoliberalized SDD into global agreements.…”

Section: The Transnational State and The Role Of The Un In Redefiningmentioning

confidence: 99%

“…Castree, 1995;Kahn, 2008). Neoliberalism supports the dominant Western neoliberal positioning on the environment, based as it is on human-nature separateness and instrumental market-based economic logic.…”

Section: The Neoliberal Substance Of Sdd-led Ee Discourse In New Zealandmentioning

confidence: 99%

“…It counters anthropocentric bias of SDD and engages students in developing awareness of the ecological bottom line. It addresses not only planetary concerns, but also those that are place-based (Kahn, 2008).…”

Section: The Neoliberal Substance Of Sdd-led Ee Discourse In New Zealandmentioning

confidence: 99%

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The Transnational State, Neoliberalism and Environmental Education Policy: A New Zealand Case Study

2016

Contemp. Read. Law Soc. Justice

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ABSTRACT. The neoliberalisation of environmental policy (including environmental education) is complex and multifaceted and one in which the transnational state (TNS) is central. In order to address this claim, the first part of this paper explains the transnational state and in particular the role of the UN in redefining sustainable development and environmental education. I show how underpinning this process is the nation states "transmission belt" function in which global policy directives are transmitted to the local level. This is achieved through a discussion of the dissemination of neoliberalized sustainable development policy in New Zealand policy contexts. I demonstrate this process by identifying policy formation located at different points in this process, and then via an analysis of its specific form in the context of EE in New Zealand educational settings. The paper then considers the neoliberal substance of this sustainable development led EE discourse in New Zealand which is linked both with its anthropocentric orientation, and its "problem solving," soft-green managerialist/technological approach to the environment.

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Section: The Transnational State and The Role Of The Un In Redefiningmentioning

confidence: 99%

Section: The Transnational State and The Role Of The Un In Redefiningmentioning

confidence: 99%

Section: The Neoliberal Substance Of Sdd-led Ee Discourse In New Zealandmentioning

confidence: 99%

Section: The Neoliberal Substance Of Sdd-led Ee Discourse In New Zealandmentioning

confidence: 99%

See 2 more Smart Citations

The Transnational State, Neoliberalism and Environmental Education Policy: A New Zealand Case Study

2016

Contemp. Read. Law Soc. Justice

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“…Citizens can arrive at ecologically rational decisions provided they consider a wide range of knowledge and values covering what is technically possible, culturally appropriate, morally and politically just. This assumption underpins critical pedagogy (eco-pedagogy) in ESD (Huckle, 1996;Kahn, 2008) and TEfS should introduce such pedagogy and demonstrate how it can be enriched by such ideas as those of Castells (2008, Wright (2010), Gorz (1980), Harvey (2011) and others.…”

Section: New Technologies Green Socialism and Sustainable Developmentmentioning

confidence: 99%

Teacher Education for Sustainability in Network Society: Combining Digital and Sustainability Literacies

Huckle¹

2012

Journal of Teacher Education for Sustainability

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How should teacher education for sustainability (TEfS) All teachers who claim to educate for sustainability should have a critical grasp of the structures and processes shaping the development and underdevelopment of the societies in which they teach. Teacher education for sustainability (TEfS) should help them understand that information and communication technologies linked to the internet enabled, but did not cause, the neoliberal regime of capital accumulation that began in the late 1970s and ended with the financial crisis of 2007/2008. This neo-liberal era was characterised by deregulation; privatisation; the privileging of corporate power; ultra-mobile capital; globalisation; outsourcing; imperialist militarism in Iraq and Afghanistan; growing social inequality and Unauthenticated Download Date | 5/11/18 6:28 PM

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Business education and its paradoxes: Linking business and biodiversity through critical pedagogy curriculum

Kopnina,

Hughes,

Zhang

et al. 2024

British Educational Res J

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The Kunming‐Montreal Global Biodiversity Framework, launched during the United Nations Biodiversity Conference in December 2022, encourages governments, companies and investors to publish data on their nature‐related risks, dependencies and impacts. These disclosures are intended to drive businesses to recognise, manage and mitigate their reliance on ecosystem goods and services. However, there is a ‘biodiversity blind spot’ that is evident for most organisations and business schools. Business education rarely addresses the root causes of biodiversity loss, such as the unsustainable exploitation of natural resources. As the dominant positioning of Education for Sustainable Development Goals (ESDG) presents biodiversity in anthropocentric instrumental terms inadequate for addressing ecosystem decline, we posit that a more progressive and transformative ecocentric education through ecopedagogy and ecoliteracy is needed. Both approaches include the development of critical thinking about degrowth, the circular economy and conventional stakeholder theory to include non‐human stakeholders. Using comparative case studies from Northumbria University, the University of Hong Kong and Amsterdam University of Applied Sciences, we illustrate how business education can be transformed to address biodiversity loss, providing theoretical guidance and practical recommendations to academic practitioners and future business leaders.

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From Education for Sustainable Development to Ecopedagogy: Sustaining Capitalism or Sustaining Life?

Cited by 62 publications

References 21 publications

The Transnational State, Neoliberalism and Environmental Education Policy: A New Zealand Case Study

The Transnational State, Neoliberalism and Environmental Education Policy: A New Zealand Case Study

Teacher Education for Sustainability in Network Society: Combining Digital and Sustainability Literacies

Business education and its paradoxes: Linking business and biodiversity through critical pedagogy curriculum

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