Questions and positions on education for sustainable development at university in France: example of short professional cycles

Barthès, Jean-Paul; Alpe, Yves; Bader, Barbara

doi:10.1080/13504622.2012.690854

Cited by 16 publications

(12 citation statements)

References 23 publications

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“…(3) The courses should also include a wide spectrum of environmental values and attitudes, in order to raise personal awareness, commitment, care and responsibility for sustainable environment (Barthes, Alpe, and Bader 2013;Breunig et al 2014;McMillan, Wright, and Beazley 2004;Oskamp 1991;Schultz and Zelezny 2003). As shown in this research, environmental worldviews, biospheric concern, emotional attitudes, and green self-identity are effective elements for encouraging and reinforcing pro-environmental behaviors among most of the students.…”

mentioning

confidence: 99%

Environmental literacy components and their promotion by institutions of higher education: an Israeli case study

Arnon

Orion

Carmi

2014

Environmental Education Research

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confidence: 99%

Environmental literacy components and their promotion by institutions of higher education: an Israeli case study

Arnon

Orion

Carmi

2014

Environmental Education Research

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“…This overview does not do justice to substantial and expanding work being conducted by sociologists in all parts of the world. Hundreds of sociologists from Africa, Latin America, Asia, the Middle East, Europe and North America are investigating sustainable development issues on macro, meso and micro levels: studies of consumption, production, energy, renewable energy, water, forests, land, pollution, GHG emissions, climate change, etc., among others: Amanor and Moyo (2008), Ballet et al (2011), Gardetti and Torres (2012), Barthes et al (2013), Béal (2011), Béal andPinson (2014), Betancur (2005), Biwoule Fouda (2013), Chaudhury (2006), Dunlap and Brulle (Gross and Heinrichs (2010), Yang (2005), Guzmán …”

Section: Discussionmentioning

confidence: 99%

Sustainable development: Agents, systems and the environment

Burns

2016

Current Sociology

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This article provides an overview and analysis of sustainable development from a sociological perspective. It is divided into three parts. The first presents selected relevant sociological research before there was ever a concept of 'sustainable development'. The selected focus is on work falling under the rubrics of environmental sociology as well as development sociology. The second part briefly discusses the context and process that led to conceptualizing 'sustainable development'. The third part considers the response of several sociological theories to sustainable development issues, with the focus on a selection of four major system theories: world systems theory, neo-Marxist 'treadmill of production' theory, ecological modernization theory and modern systems theory, all of which have addressed development issues and more recently sustainability questions. The article ends by identifying an ongoing global transformation, the sustainability revolution, which can be compared and contrasted to the Industrial Revolution. Whether this emerging revolution will take place fast enough and comprehensively enough to save the planet earth from multiple disasters remains to be seen.

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“…Fortin-Debart and Girault (2006, p. 41) state that 'This critical approach has little penetrated field of educational practices' and yet, open up possibilities of reflection and controversy in the construction of multi-paradigmatic knowledge. This position is very well represented in the Quebec school (Sauvé, Berryman, & Brunelle, 2003) and in the Anglo-Saxon community Jickling, 2009) and extends into France Barthes, Bader, & Alpe, 2012;Barthes & Jeziorski, 2012;Barthes, Zwang, & Alpe, 2012;Girault, Zwang, & Jesiorski, 2012).…”

Section: Characterization Of Researchers' Positions Concerning Esdmentioning

confidence: 99%

Researchers’ positions and construction of curricula of education for sustainable development in France

Barthès

Langé²

2017

Journal of Curriculum Studies

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The article sets the international context for the development of a curriculum of education for sustainable development and shows the directions being taken in the Francophone community. Building on a significant number of studies carried out in France, we constitute a typology of the positions of French-speaking researchers involved in those studies and contributing to the establishment of the national curriculum. This typology is constructed using a methodology based on the frequency of lexical occurrences in a bibliographic database, combined with a methodology of research on the social representations of the researchers of this community. We first present a broad comparison with the Anglo-Saxon sphere, we postulate that these positions influence the curriculum construction and raise the issue of the social responsibility of education science researchers in the face of international political demands.

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Questions and positions on education for sustainable development at university in France: example of short professional cycles

Cited by 16 publications

References 23 publications

Environmental literacy components and their promotion by institutions of higher education: an Israeli case study

Environmental literacy components and their promotion by institutions of higher education: an Israeli case study

Sustainable development: Agents, systems and the environment

Researchers’ positions and construction of curricula of education for sustainable development in France

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