Post-Sustainability and Environmental Education

Jickling, Bob; Sterling, Stephen

doi:10.1007/978-3-319-51322-5

Cited by 75 publications

(8 citation statements)

References 30 publications

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“…Stemming from nature conservation education and environmental education, ESD has also run parallel to a hybrid model of environmental and sustainability education that aims for a more relational way of understanding and being in the world (ibid.). While drawing in part on each of these movements, ESD has gained dominance in the global development lexicon since the term sustainable development was launched by the United Nations World Commission on Environment and Development and its release of the Brundtland Report, Our Common Future, in 1987 (Jickling & Sterling, 2017b). Sustainable development took center stage again at the Rio Earth Summit in 1992, when environmentalists had been hopeful that a true transformation towards environmental sustainability would be embraced by capitalist countries (Evans & Musvipwa, 2017).…”

Section: Climate Changementioning

confidence: 99%

Using the SDGs for global citizenship education: definitions, challenges, and opportunities

Leite

2021

Globalisation, Societies and Education

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The 17 United Nations Sustainable Development Goals (SDGs) employ a global indicator framework to detail each Goal and monitor its implementation. This article focuses on three targets from the indicator framework, which call for mainstreaming education for global citizenship, sustainable development, and climate change into national curricula. By investigating the practicalities of meeting these targets from an educator's perspective, this article proceeds with: arguing for a need to shift the central purpose of education; examining what is meant by education "for" the three key areas included in the global indicator framework; exploring curricular opportunities offered by the SDGs; and presenting inquiry-based learning as a pedagogical approach for critically interrogating the SDGs with learners. If the SDGs are used to drive a pragmatic definition of global citizenship, then trends in education such as inquiryand problem-based learning come to life with a clear and urgent purpose.

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Section: Climate Changementioning

confidence: 99%

Using the SDGs for global citizenship education: definitions, challenges, and opportunities

Leite

2021

Globalisation, Societies and Education

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“…Higher education highlights the importance of evidence-based science in decision-making. This leads to an emphasis on measurements and data-management in sustainability education (Jickling and Sterling, 2017). However, the inherent ambiguity of complex sustainability challenges can't be solved by generating more data, because the involved actors first have to agree on the frameworks in which these data fit and make sense (Brugnach and Ingram, 2012).…”

Section: Welcome In the Anthropocenementioning

confidence: 99%

“…Through joint experiences learners connect not only to their own emotions, but they connect also with the others involved in the learning experience, and with the broader world in which the experience takes place. Instead of teaching about sustainability, education based on experiential learning can become transformative learning for sustainability when the learners engage in the activity with the intent to transform the concrete situation toward a more inclusive, sustainable world (Sipos et al, 2008;Jickling and Sterling, 2017). Sipos et al (2008) advocate for learning with "head, hands and heart" to stimulate this kind of experience-based transformative learning for sustainability.…”

Section: Experiential Learningmentioning

confidence: 99%

Experiential Learning of Local Relational Tasks for Global Sustainable Development by Using a Behavioral Simulation

Craps¹,

Brugnach²

2021

Front. Sustain.

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The interdependent character of sustainability challenges calls for collaboration among actors with different capabilities, interests, and knowledge frames. Behavioral simulations offer good opportunities to learn about dealing with these differences. They are based on an “experiential learning” approach that integrates the direct experience of the participants during a simulation exercise with reflection, theorizing, and acting. As such the simulation is able to mobilize the “minds, hearts, and hands” of the participants to stimulate not only cognitive, but also affective and moral learning in an embodied way. This is considered of utmost importance in education for sustainable development. The simulation exercise presented in this manuscript is inspired by a real case in the Southern Andes of Ecuador, where an existing multi-actor committee for the co-management of the regional UNESCO Biosphere is challenged by the arrival of an international mining company. The results are based on an analysis of the simulation sessions with three different groups: (1) social and environmental experts that have experience in the context of the case; (2) students in International Business Management; and (3) students in Water Engineering. The participants tap into the potential of individual and group reflection to learn from their own experience. They demonstrate an increased awareness of the importance of the relations between the stakeholders to deal adequately with the wicked nature of the case. The innovation of the tool consists in the possibility to address in a systematic and explicit way the relational tasks that are needed in local contexts to address global sustainability challenges. Especially the attention given to ambidexterity to address the tough tension between collaboration and power plays is rarely covered by other tools.

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“…Alongside and interrelated with the economic orientation is an anthropocentric orientation ascribed to the natural environment. This anthropocentrism could be considered indicative of a human "arrogance" regarding the natural environment (Kopnina, 2015;Orr, 2017), whereby it overlooks the rights of 'more than human' species. This tendency is particularly pronounced in national policies, for instance, the Industrial Strategy states that "we owe it to ourselves and future generations to lower carbon emissions and move towards cleaner growth" (BEIS, 2017a, p. 32).…”

Section: Economically Appropriated and Anthropocentrically Orientedmentioning

confidence: 99%

“…This landscape does not give a sense of the intricate and fundamental connectedness or 'oneness' of humans and the natural environment that should be part of climate change education (González-Gaudiano & Meira-Cartea, 2010;Kopnina, 2012;Selby & Kagawa, 2010). In fact, the policy landscape resembles what has been referred to as human 'arrogance' regarding the crisis (Orr, 2017), where the value of more-than-human species is conceived in relation to humans, whilst the rights, inherent value, and suffering of more-than-humans at the hands of humans, is disregarded. According to Lakoff (2010), conceptualising nature as 'other' can mean that harm or collapse of the natural environment can feel quite alien and removed from humans.…”

Section: Neoliberal Discursive Patterningsmentioning

confidence: 99%

Governmentalities of climate change education in England: Perspectives from history, policy and position-holders

Greer

2021

Environmental Education Research

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Recent civil action in England, and internationally, has called for more climate change education. Such calls for 'more' might well be met with the retort 'of what?', for as scholars have recognised, there is little consensus on what climate change education entails. Meanwhile, research gaps exist when it comes to understanding nation-level policy responses to climate change education.Responding to such gaps and appeals, this thesis presents an examination of the climate change education policy landscape in England and offers new insight into how the current situation has come to be, such that progress might be made.The research, which is theoretically framed by Foucault's concept of governmentalities and his analytical instruments of policy historiography and policy archaeology, sets out to examine the rules that govern climate change education in England. It submits a history of the present of climate change education in England, exploring political events and transformations since the emergence of environmental education in the 1960s; a period coinciding with a 'climate as catastrophe' discourse. ContentsAcknowledgements .

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Post-Sustainability and Environmental Education

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Cited by 75 publications

References 30 publications

Using the SDGs for global citizenship education: definitions, challenges, and opportunities

Using the SDGs for global citizenship education: definitions, challenges, and opportunities

Experiential Learning of Local Relational Tasks for Global Sustainable Development by Using a Behavioral Simulation

Governmentalities of climate change education in England: Perspectives from history, policy and position-holders

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