Human Insecurity Through Economic Development: Educational Strategies to Destabilise the Dominant Paradigm

Lautensach, Alexander; Lautensach, Sabina

doi:10.18848/1832-2077/cgp/v07i02/54899

Cited by 5 publications

(6 citation statements)

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“…8, the production in Canada is still low, but it has been featuring a trend to grow, in the years 2011 and 2012, although there are gaps in the current and the past decades. The most recent studies about "education for sustainability" discuss a variety of themes like the development of strategies and approaches to the post high school education (Buszard and Kolb 2011), proposals for the education of teachers (Falkenberg and Babiuk 2014) or educational strategies in view of the dominant economic paradigm (Lautensach and Lautensach 2011). There are researches about the role of the "education for sustainability" as a catalyst of the environmental activism among young people (Bencze et al 2012), establishing a liaison with the considerations by Logan and Sutter (2012) as to the role of voluntarism and public programs.…”

Section: Resultsmentioning

confidence: 99%

A bibliometric study on “education for sustainability”

Côrtes

Rodrigues

2016

Braz J Sci Technol

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IntroductionIn the mid twentieth century, Bush (1945) considered the difficulties a researcher faced to find the results that hundreds of researchers had attained. He observed how difficult it was to deal with great quantities of information and the increasingly time it took to keep updated and to produce academic works. Even though the Internet has been offering the tools, which could potentially solve this issue, especially via Web and the Indexation basis of journals, a kind of vicious cycle has been created that impacts the search process. There is an increasingly number of publications, easily created with online systems, to disclose the ever-growing number of scientific researches. Indexation systems like Web of Science and Scopus make millions of articles available to the public. Therefore, we can see that the situation Bush (1945) faced has not changed, once researchers are still dealing with the same difficulties to select the most relevant facts amidst immense bibliographic oceans. Consequently, the bibliometry gained traction as the researchers are trying to understand what is happening in their field of study (Tague-Sutcliffe 1992). AbstractThe scientific production on "education for sustainability" has been growing in recent years what demonstrates the attention this subject has gathered. To better understand and characterize this trend, a bibliometric study of international papers on the subject was developed. The results show that the production has been growing since the middle of the last decade, focusing on the field of the applied social sciences, environmental sciences, energy, management, engineering, humanities and psychology. Australia, United Kingdom, United States, New Zealand, Spain, Israel and Canada are the countries that stand out, and it was possible to characterize the evolution of the production in each of these countries in the last 10 years, as well as to indicate the most used journals, the associated sub-themes, the most cited papers, the most productive authors and their affiliations. This allowed us to understand how the research on "education for sustainability" is being developed, showing its level of maturity and the most frequent themes and journals that have published more papers in the area. It was also possible to identify some themes which present research opportunities. The practical results of this study serve as a guideline for researchers, helping them to explore the available bibliography and the better ways to convey their production.

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Section: Resultsmentioning

confidence: 99%

A bibliometric study on “education for sustainability”

Côrtes

Rodrigues

2016

Braz J Sci Technol

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“…For example, a grade 5 science unit on renewable and non-renewable resources directs students to "analyse how BC's living and nonliving resources are used" and to "identify methods for extracting or processing and harvesting" those resources (British Columbia Ministry of Education, 2005, p. 29). The objectives imply the materialist commodification of nature in a narrow commercial sense and the dominant, cornucopian view of progress (Lautensach & Lautensach, 2011). Thus, they represent an attempt to inculcate a specific value orientation (that of the dominant culture) without allowing for an open discussion of any values, let alone alternative ones.…”

Section: Program Case Study 2: Affective Learning Outcomes Facilitat-mentioning

confidence: 99%

Moving From the Margins: Culturally safe teacher education in remote northwestern British Columbia

Harrison

Lautensach

McDonald

2013

mje

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In 2007 the University of Northern British Columbia initiated a two-year elementary teacher education program at the Northwest Campus in Terrace, British Columbia. The program was designed to meet specific community needs in the North that arise from inequities in the cultural safety of Indigenous teachers and students. The authors share three collegial inquiries into the program’s contribution toward improving cultural safety in K-12 schools and meeting social justice challenges in the region’s communities. Culturally safe allocation of space became better understood, affective learning outcomes were recognized as important determinants of cultural safety, and teacher action in classrooms towards cultural safety was scaffolded for various settings.En 2007, l’Université du Nord de la Colombie-Britannique a mis sur pied un programme de formation des enseignants à l’élémentaire d’une durée de deux ans, à son campus nord-ouest, situé à Terrace, en Colombie-Britannique. Ce programme a été conçu pour répondre aux besoins spécifiques de la communauté du nord, dont les inégalités existantes en termes de sécurité culturelle des enseignants et des élèves autochtones. Les auteurs partagent trois collaborations entre collègues issues du programme. Celles-ci ont contribué à améliorer la sécurité culturelle dans les écoles maternelle à secondaire 5 et à relever les défis de justice sociale présents dans les communautés de la région. L’attribution culturellement sécuritaire de l’espace a été mieux comprise, les conséquences affectives de l’apprentissage ont été reconnues comme des déterminants importants de la sécurité culturelle et les gestes des enseignants valorisant la sécurité culturelle dans leur classe ont été soutenus dans divers contextes

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“…Thus it represents not merely just another conceptual red herring but an extremely harmful ideology. Its dangers stem from the widespread support it still enjoys, much of it implicit, from the damage it causes through the overtaxing of environmental support structures, and from the powerful ways in which it tempts the wishful thinking of many, which is continuously reinforced by certain sectors of the media, advertising industry, and many political groups [27]. A scientific examination of the term "sustainable growth" reveals it as nonsensical unless applied (disingenuously?)…”

Section: The Importance Of Timeliness and Selectivitymentioning

confidence: 99%

“…A widespread example is the conflict between environmental conservation programs and local goals for economic "development". Although the two are by no means mutually exclusive in principle, they are often portrayed as such by interested parties, and to some extent their expectations and aspirations clash [55].…”

Section: Making It Work: How Can the Human Security Concept Strengthementioning

confidence: 99%

When Should We Care About Sustainability? Applying Human Security as the Decisive Criterion

Lautensach

Lautensach²

2012

Sustainability

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It seems intuitively clear that not all human endeavours warrant equal concern over the extent of their sustainability. This raises the question about what criteria might best serve for their prioritisation. We refute, on empirical and theoretical grounds, the counterclaim that sustainability should be of no concern regardless of the circumstances. Human security can serve as a source of criteria that are both widely shared and can be assessed in a reasonably objective manner. Using established classifications, we explore how four forms of sustainability (environmental, economic, social, and cultural) relate to the four pillars of human security (environmental, economic, sociopolitical, and health-related). Our findings, based on probable correlations, suggest that the criteria of human security allow for a reliable discrimination between relatively trivial incidences of unsustainable behavior and those that warrant widely shared serious concern. They also confirm that certain sources of human insecurity, such as poverty or violent conflict, tend to perpetuate unsustainable behavior, a useful consideration for the design of development initiatives. Considering that human security enjoys wide and increasing political support among the international community, it is to be hoped that by publicizing the close correlation between human security and sustainability greater attention will be paid to the latter and to its careful definition.

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Human Insecurity Through Economic Development: Educational Strategies to Destabilise the Dominant Paradigm

Cited by 5 publications

References 0 publications

A bibliometric study on “education for sustainability”

A bibliometric study on “education for sustainability”

Moving From the Margins: Culturally safe teacher education in remote northwestern British Columbia

When Should We Care About Sustainability? Applying Human Security as the Decisive Criterion

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