Teacher Education for Sustainability in Network Society: Combining Digital and Sustainability Literacies

Huckle, John

doi:10.2478/v10099-012-0013-9

Cited by 18 publications

(17 citation statements)

References 18 publications

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“…British production, in general, kept low rates until 2008 when it started to show a significant increase. From this more productive period one can highlight John F. Huckle (Bedford Coll of Higher Education) analyzing the education of teachers (Huckle 2012), commenting on future perspectives (Huckle 2014) or analyzing the actions from the United Nations (Huckle and Wals 2015). There are studies from Andrew Stables (University of Roehampton) either approaching pragmatic aspects of the "education for sustainability" (Stables 2010) or discussing the ontological and epistemological aspects of the "education for sustainability" (Gough and Stables 2012), retaking and reconsidering the aspects approached by Stables and Scott (2001).…”

Section: Resultsmentioning

confidence: 98%

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: 98%

A bibliometric study on “education for sustainability”

Côrtes

Rodrigues

2016

Braz J Sci Technol

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“…McLaren (1994) argued that "teachers must understand the role that schooling plays in joining knowledge and power, in order to use that role for the development of critical and active citizens" (p. 168). Huckle (2012) suggests that teachers should be introduced to critical social theory that seeks to explain the role of Web 2 technologies in the recent wave of capitalist development that precipitated economic and ecological crisis and their potential to bring about more sustainable alternatives. He argues that such alternatives will be based on more radical and deliberative forms of democracy and citizenship enabled by the new technologies.…”

Section: Conceptions Of Icts Curriculum and Esd Pedagogymentioning

confidence: 99%

“…He argues that such alternatives will be based on more radical and deliberative forms of democracy and citizenship enabled by the new technologies. In this context, Huckle (2012) assumes that teacher education for sustainability should equip teachers to explore these through appropriate forms of citizenship education and model them in their classrooms via new forms of critical pedagogy. Besides creating a learning environment that encourages students' active participation in the learning process, critical pedagogy extends participation to the co-construction of curriculum.…”

Section: Conceptions Of Icts Curriculum and Esd Pedagogymentioning

confidence: 99%

Course Curricular Design and Development of the M.Sc. Programme in the Field of Ict in Education for Sustainable Development

Makrakis

Kostoulas‐Makrakis

2012

Journal of Teacher Education for Sustainability

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This paper presents the design and development of a virtual learning enviroment (VLE) for a M.Sc. programme on information and communication technologies (ICTs) in education for sustainable development (ESD) driven by a learning paradigm that merges three theories of learning, namely: experiential learning, constructivist learning and transformative learning (ExCon- Tra) funded by the European Commission. Learning activities were designed to offer the chance for students to interact asynchronously and synchronously, negotiate meaning and reflect on their learning and viewpoints through collaborative problem solving. The ExConTra learning process is also based on an interdisciplinary approach addressing the four pillars (environment, society, culture and economy) of sustainable development and makes use of an online course design methodology that uses four phases: needs analysis, curriculum design, development and formative evaluation. The VLE that encompasses both the curriculum programme and the online platform with its tools and online technologies merges ICTs with ESD in three ways: a) providing opportunities to target groups for reflective practice; b) using open source ICT tools and ESD-related learning objects available in the Web and c) using ICTs to develop interactive, interdisciplinary and cross-disciplinary ESD learning activities

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“…In relation to the film If A Tree Falls, we recall Huckle's [43] argument that if social empowerment is the key to sustainability, progressive education needs to include more radical frameworks. If nothing else, confronting students with the story of radical activists has opened up discussion about the limits of what is socially acceptable, and what is radical, and how neoliberalism can be seen both as a normative influence and as a crushing counter-force to alternative movements.…”

Section: Reflectionmentioning

confidence: 99%

“…By contrast, some scholars have argued that sustainability should be based on ethical arguments about the intrinsic rather than economic value of nature [39][40][41][42]. John Huckle [43] has argued that if social empowerment is the key to sustainability, progressive education needs to balance the interests of nature and future generations alongside current human interests, and include more radical frameworks. Similarly, David Jones [44] has argued that universities are well-suited as places for restoration of students' affinity with the natural environment.…”

Section: Neoliberalism Economic Development and Sustainable Developmentmentioning

confidence: 99%

Metaphors of Nature and Economic Development: Critical Education for Sustainable Business

Kopnina

2014

Sustainability

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Neoliberal discourse often conceptualizes nature in relation to its market utility and economic development. This article will address the role of metaphors in shaping neoliberal discourse in business education. The aim of this article is to reveal reasoning patterns about environmental problems and economic development in students of sustainable business minor. The case study described in this article involves business students at The Hague University in The Netherlands. This case study aimed to explore a shift in student understanding of environmental problems and economic development before and after the intervention. The results suggest that critical curriculum can inform students about the alternative conceptions as well as instruct them about potential solutions to the sustainability challenges. The article culminates with the argument that without goal-oriented education for sustainability; neoliberal education may not permit transcendence from unsustainable practices.

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Teacher Education for Sustainability in Network Society: Combining Digital and Sustainability Literacies

Cited by 18 publications

References 18 publications

A bibliometric study on “education for sustainability”

A bibliometric study on “education for sustainability”

Course Curricular Design and Development of the M.Sc. Programme in the Field of Ict in Education for Sustainable Development

Metaphors of Nature and Economic Development: Critical Education for Sustainable Business

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