Tensions and transitions in policy discourse: recontextualizing a decontextualized EE/ESD debate

Stevenson, Robert B.

doi:10.1080/13504620600799026

Cited by 119 publications

(95 citation statements)

References 25 publications

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“…What we can say is that as students experience more holism in their teachers' approach to teaching, they also report a greater knowingness of environmental issues, and as they experience more pluralism they also self-report increased behavior in response to environmental issues. These results indicate that the hypotheses of Kopnina [36,37] are not supported by our results.…”

Section: The Occurrence and Effects Of Esdcontrasting

confidence: 97%

“…It is argued that unless ESD and the discourse on SD stay open to opinions and debates of educators, it risks becoming indoctrination [32][33][34][35][36]. Hence holism and pluralism in education are suggested as essential to promote SD, and are therefore in the central focus of our current study, in which we focus on investigating the implementation of ESD in the context of formal education in Sweden.…”

Section: Esd As a Response To The Call For Sdmentioning

confidence: 99%

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The Effectiveness of Education for Sustainable Development

et al. 2015

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Abstract:Perhaps the most important issue in our time is how to sustain our planet's resources, while developing wealth and well-being for a growing population. This monumental task has been defined in the concept of sustainable development (SD). During the last few decades the world communities have agreed upon addressing SD through international treaties. As a response Education for Sustainable Development (ESD) has been launched as an answer to cope with sustainability. However, empirical studies are a missing link in the discourse around ESD, where decisions and implementation strategies are heavily based on policy recommendations and gut feelings by practitioners. We used data from 2413 students in grades 6, 9, and 12 from 51 schools across Sweden to study the effectiveness of ESD. In line with the current debate on the definition of ESD, we quantified the extent to which teaching can be labeled as holistic and/or pluralistic. Through a series of descriptive analyses and the estimation of structural equation models, our results indicate that ESD can indeed impact on student outcomes in terms of their sustainability consciousness. The results of this study reveal the key role ESD plays in addressing SD, paving the way for a more sustainable future.

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Section: The Occurrence and Effects Of Esdcontrasting

confidence: 97%

Section: Esd As a Response To The Call For Sdmentioning

confidence: 99%

The Effectiveness of Education for Sustainable Development

et al. 2015

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“…Following these recommendations, UNESCO replaced its International Environmental Education Program (1975 with Educating for a Sustainable Future (UNESCO 1997). As such, the ideology of sustainable development gradually penetrated the environmental education movement and has since asserted itself as a dominant perspective, and even as an educational field in its own right (i.e., education for sustainable development; reviewed by Bonnett 2002, Gonzalez-Gaudiano 2006, Stevenson 2006.…”

Section: Ecoliteracymentioning

confidence: 99%

Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here?

et al. 2013

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Abstract. Numerous scholars have argued that the terms environmental literacy, ecological literacy, and ecoliteracy have been used in so many different ways and/or are so all-encompassing that they have very little useful meaning. However, despite the seemingly arbitrary and, at times, indiscriminate use of these terms, tremendous efforts have in fact been made to explicitly define and delineate the essential components of environmental literacy, ecological literacy, and ecoliteracy, and to firmly anchor their characterizations in deep theoretical and philosophical foundations. A driving purpose behind these ongoing conversations has been to advance complete, pedagogy-guiding, and broadly applicable frameworks for these ideals, allowing for standards and assessments of educational achievement to be set. In this manuscript, we review a diversity of perspectives related to the often nuanced differences and similarities of these terms. A classification of the numerous proposed frameworks for environmental literacy, ecological literacy, and ecoliteracy (advanced within the fields of environmental education, ecology, and the broader humanities, respectively) is presented, and used to compare and contrast frameworks across multiple dimensions of affect, knowledge, skills, and behavior. This analysis facilitates close examination of where we have been, where we are, and where we might be headed with respect to these vital conversations. This work also offers points of reference for continued critical discourse, and illuminates a diversity of inspiration sources for developing and/or enriching programs aimed at cultivating these types of literacies.

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“…Indeed, there is some evidence that the economically disadvantaged indigenous peoples do not have the luxury to afford the 'post-materialist' values, such as Western environmentalists presumably possess (Stevenson 2006). The utilitarian view of environment of the small-scale farmer, the slash-and-burn agriculturalist, the hunter and the fisher is perhaps not surprising due to their efforts to 'stay in the game' of the more powerful market forces and developers.…”

Section: Beyond Anthropocentrism: Indigenous Environmentalismmentioning

confidence: 99%

Toward conservational anthropology: addressing anthropocentric bias in anthropology

Kopnina

2012

Dialect Anthropol

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Tensions and transitions in policy discourse: recontextualizing a decontextualized EE/ESD debate

Cited by 119 publications

References 25 publications

The Effectiveness of Education for Sustainable Development

The Effectiveness of Education for Sustainable Development

Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here?

Toward conservational anthropology: addressing anthropocentric bias in anthropology

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