Reflecting on the 5th World Environmental Education Congress, Montreal, 2009

Jickling, Bob

doi:10.1177/097340820900400110

Cited by 12 publications

(9 citation statements)

References 5 publications

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“…The beginnings of environmental education were rooted in liberal-progressive educational epistemologies such as Dewey, Rugg and Counts (Robottom and Hart 1985). Although environmental education included an interest in social issues (Jickling 2010), it has often been critiqued for narrowly focusing on nature conservation, ecological protection, natural resource management, all at the expense of cultural, socio-economic, and political dimensions. Environmental education often involved nature study and the development of an understanding and appreciation of natural environment through experiential learning.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The importance of place in indigenous science education

Sutherland

Swayze

2012

Cult Stud of Sci Educ

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Section: Theoretical Frameworkmentioning

confidence: 99%

The importance of place in indigenous science education

Sutherland

Swayze

2012

Cult Stud of Sci Educ

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“…There are disparities in the scoped literature regarding the definitions of ESD (Jickling, 2010). One frequently reiterated criticism of ESD is that its interpretation is too broad and that the concept of sustainable development is controversial.…”

Section: Interpreting Sustainable Developmentmentioning

confidence: 99%

School Leadership for Sustainable Development: A Scoping Review

Mogaji¹,

Newton²

2020

JSD

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Sustainable development within educational institutions encompasses an array of objectives as outlined in Agenda 21 (United Nations [UN], 1992). We recognize in this paper that there are cognate terminologies in the field of sustainable development: Education for Sustainable Development (ESD), Education for Sustainability (EfS), Development Education (DE), and Sustainability Education (SE). As stated in the Education for Sustainable Development toolkit (McKeown, 2002), ESD is the terminology most often employed within UN documents; hence, we also employ ESD because it is the term utilized by UNESCO and at the international level. Thus, we avoid the many debates about these terminologies in this paper. The fundamental interest of this review is to assess the current status of school leadership for sustainable development in the K-12 context. With the help of a scoping review, three literature databases were combed to achieve this purpose. The findings reveal school leaders’ perceptions of sustainable development as well as their motives for engaging in ESD. Our analysis indicates that school leaders vaguely understand the term ‘sustainable development,’ and they interpret ESD from the lens of the environment and society. Thus, the economy component of ESD may be de-emphasized in implementation efforts.

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“…We were inspired by a quote from McKenzie and engaged with her term 'coalesced scholarship': We think this term of coalesced scholarship aptly describes this theme, especially if one broadens the meaning of scholarships to practitioner, participatory, and collective work and thought. In reflecting on the 5th World Environmental Education Congress, Jickling et al (2010) …”

Section: Core Thematic Findings and Analysismentioning

confidence: 99%

An exploration of future trends in environmental education research

Ardoin

Clark

Kelsey

2013

Environmental Education Research

103

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This article describes future trends in environmental education (EE) research based on a mixed-methods study where data were collected through a content analysis of peer-reviewed articles published in EE journals between 2005 and 2010; interviews with experts engaged in EE research and sustainability-related fields; surveys with current EE researchers; and convenings with EE researchers and practitioners. We discuss four core thematic findings: (1) EE researchers are highlighting the importance of collective and community learning and action; (2) EE researchers are placing increased emphasis on the intersection of learning within the context of social-ecological communities (e.g. links between environmental quality and human well-being); (3) a pressing need exists for research conducted with urban and diverse populations; and (4) research around social media and other information technologies is of great interest, yet currently is sparse.Keywords: environmental education research; research agenda; mixed methods; interviews; content analysis; global trends Introduction and study background The urgency and interdependency of environmental and societal issues lead many to believe that immediate actions are necessary to stem the tide of biodiversity loss, climate destabilization, resource overuse, and other concerns (Ehrlich 2010;Orr 2009;Steffen et al. 2011). Environmental education (EE) can engage people of all ages to make informed decisions about these and similar issues, and to undertake actions appropriate to their local context (NAAEE 1996;UNESCO 1978). With application in urban and rural contexts, and drawing from natural and social science, EE is a multidisciplinary, interdisciplinary, and transdisciplinary field (Krasny and Dillon 2012; UNESCO 1997).In the past, EE research has focused on pathways to engagement with environmental issues through such areas as curriculum, which promotes the integration of EE into formal schooling (e.g. Bartosh, Tudor, and Ferguson 2006;Lieberman and Hoody 1998); character development, leadership, and other life skills, which may *Corresponding author. Email: nmardoin@stanford.edu Environmental Education Research, 2013 Vol. 19, No. 4, 499-520, http://dx.doi.org/10.1080/13504622.2012 Low and Altman (1992) described as the move from 'theory development' to 'theory consolidation,' from which we can derive lessons for practice.To build the capacity of the field and help unify what, at times, can seem to be divergent voices, EE researchers and practitioners have become increasingly interested in considering where the field is situated in light of today's cultural, technological, social, and political contexts (Stevenson et al. forthcoming;Strife 2010). This reflexivity, critical to producing relevant scholarship, may also help prepare researchers to pursue agendas that inform emerging societal trends. To this end, numerous EE researchers have suggested potential agendas for research in EE and related fields (e.g. Fleishman et al. 2011).Summaries of EE research in the 1970s (Iozz...

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Reflecting on the 5th World Environmental Education Congress, Montreal, 2009

Cited by 12 publications

References 5 publications

The importance of place in indigenous science education

The importance of place in indigenous science education

School Leadership for Sustainable Development: A Scoping Review

An exploration of future trends in environmental education research

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