Global social issues in the curriculum: perspectives of school principals

Simovska, Venka; Prøsch, Åsa Kremer

doi:10.1080/00220272.2015.1114150

Cited by 12 publications

(7 citation statements)

References 34 publications

(29 reference statements)

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“…[used as an epigraph to Lotz-Sisitka, 2010, 71] Education then, will have a clear role in 'net zero' intiatives (as flagged by the SDGs and UNFCCC), but we cannot avoid the ethical and questions about the ethics of education (again, see Jickling 2013). For Simovska and Prøsch (2016), the urgency of addressing climate change though, shouldn't be treated as a trump card to corral education into a particular form or direction. Rather, what is at stake when treating education as a 'silver bullet' or 'panacea' for the climate crisis is the further risk of it becoming 'un-educational' too (p. 644), as can be found in other rapid responses to 'crisis' that then seem to result in an often singular or narrow educational response, e.g.…”

Section: Learning Objectives For Achieving the Sdgsmentioning

confidence: 99%

Climate change education and research: possibilities and potentials versus problems and perils?

Reid

2019

Environmental Education Research

141

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This article introduces key features to the background, themes and implications of three collections available in Environmental EducationResearch that focus on climate change education and research. The problems and perils of scholarship and inquiry in this area are highlighted by contrasting these with some of the possibilities and potentials from a broad range of studies published in this and related fields of study, for example, in understanding who is doing the teaching and learning in climate change education, and in identifying the conceptual, policy and economic drivers and barriers related to its uptake. Key points for debate and action are identified, including for so-called 'pyro-pedagogies' and 'practice architectures', and the various philosophical, political and phenomenal aspects of climate change education that are likely to affect its prospects, at this moment and into the immediate future. ARTICLE HISTORY

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Section: Learning Objectives For Achieving the Sdgsmentioning

confidence: 99%

Climate change education and research: possibilities and potentials versus problems and perils?

Reid

2019

Environmental Education Research

141

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“…The European project "Developing Competencies and Professional Standards for Health Promotion Capacity Building in Europe" (Dempsey et al, 2011), for example, highlights skills such as quality assurance and monitoring of outcomes, which draw on discourses of competition and economic values, while downplaying pedagogical practices and competences (Carlsson, 2015). In studies of the implementation of school health promotion policies, school leaders are largely identified as gatekeepers, highlighting the importance of their values and engagement (Deschesnes et al, 2014;Simovska and Prøsch, 2016;Samdal and Rowling, 2015). Dadaczynski et al (2020), for instance, point to the association between school leaders' self-efficacy and attitudes to health promotion with regard to the implementation of the health promoting schools approach.…”

Section: Studies On the Role Of School Leaders In School Developmentmentioning

confidence: 99%

“…Hargreaves (2013) suggests that when school principals place little value on health education, it is given lower priority, only limited resources are made available, and there is a lack of awareness among teaching staff of the links between education and health. Studies of the implementation of school health promotion and health and well-being education in Denmark point to the fact that although health and well-being are emphasized in national school policy, they are given low priority in school leadership on municipal and school levels (Simovska and Prøsch, 2016;. When it comes to the relationship between education policy, learning and well-being, Spratt (2017) highlights two discursive relationships in Scottish school policy: "well-being for learning" and "learning for well-being".…”

Section: Studies On the Role Of School Leaders In School Developmentmentioning

confidence: 99%

Expectations and tensions in school leadership regarding the 2014 Danish school reform: emerging perspectives linking school leadership, learning and well-being

Carlsson

2021

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PurposeThe purpose of this paper is to explore the expectations of and possible tensions in school leadership regarding the implementation of the 2014 Danish school reform and, by extension, to address emerging perspectives linking school leadership, learning and well-being.Design/methodology/approachAn analysis of central policy documents in the reform as well as research reports examining the role of leadership in the implementation of the reform offers insights into the new expectations of and tensions in school leadership. Drawing on theories of school leadership, the analysis highlights the various forms and aspects of school leadership that are at play in the reform.FindingsThe analysis identifies expectations regarding school leadership, ranging from aspects of strategic leadership that focus on management by objectives and results to aspects that are closer to teaching, such as curriculum and instructional leadership. It furthermore highlights barriers with regard to realizing policy intentions of strengthening instructional leadership, such as encroaching upon pedagogical and curriculum leadership, which have traditionally been the domain of teachers. Meanwhile, the kind of leadership that can be practiced through data-based management by objectives and results seems to have been perceived as a more viable approach in the implementation of the reform.Research limitations/implicationsThe papers' theoretical and empirical foundation is rooted in Danish and Scandinavian perspectives on schooling, and thus the generalizability of the findings may be limited to countries with similar perspectives or “packages of expectations” on linking school leadership, learning and well-being.Originality/valueThe paper provides an original contribution through its engagement with the tensions inherent in the specific “package of expectations” and new demands on school leadership in the 2014 school reform.

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“…In 1993, the Danish government encouraged all schools to add in environmental issues to their curricula (Mogensen & Nielsen, 2001). Today, sustainability forms a part of the Danish school curriculum in many subjects, including the sciences, technology, social studies, history, geography, food literacy and fine art (Simovska & Prøsch, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Scope and Status of Sustainability Education in Out-of-School Settings across Denmark

Evans

2022

NorDiNa

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Denmark has a strong foundation in terms of sustainability, making the country an interesting backdrop for studying how the overarching sustainability agenda has shaped education practice. This study investigated the scope and status of sustainability education targeted at grade 4-6 students in Danish out-ofschool science education institutions, such as natural history museums, science and technology museums, science centres, zoos and aquaria. First, a desktop review took place to map educational programmes with sustainability content. Second, five representative programmes were selected for further study. Thematic analysis of observation field notes and interviews with educators and teachers yielded four themes that collectively defined the sustainability programmes: institution, formal education, content and pedagogy. The final sections of the paper contextualise these themes, and discuss their implications for sustainability education in out-of-school practice. The study concludes by offering reflections on constructive future pathways for sustainability education.

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Global social issues in the curriculum: perspectives of school principals

Cited by 12 publications

References 34 publications

Climate change education and research: possibilities and potentials versus problems and perils?

Climate change education and research: possibilities and potentials versus problems and perils?

Expectations and tensions in school leadership regarding the 2014 Danish school reform: emerging perspectives linking school leadership, learning and well-being

The Scope and Status of Sustainability Education in Out-of-School Settings across Denmark

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