Sustainability, Education, and Anthropocentric Precarity

Malone, Karen; Truong, Son

doi:10.1007/978-981-10-2550-1_1

Cited by 26 publications

(13 citation statements)

References 9 publications

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“…This model generates many problems such as pollution, contribution to climate change, loss of biodiversity or unfair distribution of wealth. Furthermore, the anthropocentric attitude of man towards nature influences the increase in pollution levels [10].…”

Section: Environmental Economics To Address Covid-19mentioning

confidence: 99%

Circular Economy and Sustainability as a Basis for Economic Recovery Post-COVID-19

Cifuentes‐Faura

2021

Circ.Econ.Sust.

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The global COVID-19 crisis has led to a reduction in productive and commercial activity, as well as in the use of transport, which has led to a notable decrease in pollution levels. The paralysis of economic activity requires the commitment of government policies to impose economic recovery laws based on sustainability. The aim of this paper is to briefly review the situation that COVID-19 has caused in the environment and sustainability. In addition, a critical view of it is provided, and possible solutions for a sustainable economic reconstruction are offered. The coronavirus is revealing the fragility of the current economic system, based on profit and continuous consumption of resources. This model generates many problems such as pollution, contribution to climate change, loss of biodiversity or unfair distribution of wealth. This must be an opportunity to redefine the social purpose of business and help generate a sustainable world through economic policies. For economic recovery, a plan oriented towards energy and ecological transition and based on the circular economy must be followed.

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Section: Environmental Economics To Address Covid-19mentioning

confidence: 99%

Circular Economy and Sustainability as a Basis for Economic Recovery Post-COVID-19

Cifuentes‐Faura

2021

Circ.Econ.Sust.

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“…However, the bringing together of STEM with ecological education could encourage the development of such citizens. Science and technology will provide some solutions to our environmental crises, but soci-ety will need an ecologically educated population prepared to change the way they live and work in order to reduce human impact on the planet This will require a reimagined education, as Malone and Truong [102] suggest. The question is not whether education has role to play in ecologically sustainable futures, rather, they ask, "can we reimagine new ways of doing education and not repeat the same old practices?…”

Section: Science Literacy Towards Global Citizenship In a Reimagined Science Educationmentioning

confidence: 99%

All STEM-Ed up: Gaps and Silences around Ecological Education in Australia

Gough

2021

Sustainability

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Similar to much of the world, the Australian Government has a vision for society to be engaged in and enriched by science which has, as its prime focus, building skills and capabilities in Science, Technology, Engineering and Mathematics (STEM). Simultaneously, the Government’s policies and projects, including in education, ignore intergovernmental environmental initiatives, such as the Intergovernmental Panel on Climate Change (IPCC) and the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES). This article critically analyses the Australian Government’s STEM and climate change education policies and programs, including Citizen Science activities, through an ecological education lens and finds many, and growing, gaps and silences in these areas. It compares the Australian situation with STEM and ecological education-related developments in several other countries. In the context of significant global changes such as the COVID-19 pandemic, this article argues that it is time for the Australian education agenda to take the Government’s international responsibilities seriously, include meaningful engagement with climate change and biodiversity related topics through ecological education in the school curriculum, and discusses what a reimagined school science curriculum could look like.

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“…In these discussions, children's agency has been a central concern, and especially their participation as citizens is emphasized [20][21][22]. Conversely, conceptual frameworks associated with posthuman perspectives to de-center human agency have been discussed in relation to the discourses of the more-than-human world [23][24][25], suggesting all elements of human-nature entangled world as potential agents. While this study still rests on the assumption that children's agency is a central concern in ECE practices, it highlights that how children's agency is enacted in an assemblage of human/non-human agencies is not adequately addressed in the context of ECEfS.…”

Section: Relation To Previous Researchmentioning

confidence: 99%

How Did the Young Children Encounter the Japanese Urban Landscape?: A Study on Emergent Pedagogy for Sustainability Transformation

Mitsuhashi

Gyobu

2021

Sustainability

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This research evaluates how children’s new subjectivities emerge through exploring urban landscapes in the river basin in Tokyo. Research has stressed the importance of children as active agents, while posthuman perspectives include all elements of human–nature entangled world as potential agents. This analysis indicates how an assemblage of human and non-human agents contributes to enacting children as critical agents for sustainability issues. The theoretical framework for this study is the theory of landscape, including traditional Japanese discourses and the assemblage theory inspired by Félix Guattari’s ecosophy. One of the authors conducted nine-month ethnographic research at a Japanese nursery in 2018, accompanying a five-year-old class whose curiosity drove the expedition at the river basin all the way to the Tokyo Bay. The authors applied the method of multiple interpretations of the documentation, including photos and children’s drawings. This exploration and subsequent events during the journey transformed the children’s fragmented interpretation of the environment into an interconnected one and translated it into tangible action. This study illustrated that stimulating children’s subjectivity toward the landscape and fostering their positive but critical relationship with it through emergent first-hand exploration provided them with potential grounds to be resilient by ethically and ecologically responding to changes in vulnerable environments and potential commons in the community and to take actions for sustainable lifestyles at present and in the future.

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Sustainability, Education, and Anthropocentric Precarity

Cited by 26 publications

References 9 publications

Circular Economy and Sustainability as a Basis for Economic Recovery Post-COVID-19

Circular Economy and Sustainability as a Basis for Economic Recovery Post-COVID-19

All STEM-Ed up: Gaps and Silences around Ecological Education in Australia

How Did the Young Children Encounter the Japanese Urban Landscape?: A Study on Emergent Pedagogy for Sustainability Transformation

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