Hasil untuk "Education"

M. Metzler, Gavin Colquitt

Dora Smolčić Jurdana, R. Agbaba

Education for Sustainable Development (ESD) is a concept referring to all teaching, learning and capacity building that seeks to develop a citizenry that can live more sustainably on the Earth. It focuses on learning processes and learning environments that can foster the qualities and competencies people need to contribute to more sustainable forms of being. Typically these qualities and related competencies include being caring, mindful, respectful, compassionate, and critical in the way we relate to each other to people elsewhere and future generations, but also to other species; systems thinking; dealing with uncertainty and (eco)anxiety; moral reasoning; anticipatory thinking; and the ability to make change. Within the 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, ESD became a component of one of the seventeen Sustainable Development Goals (SDGs): SDG 4 ‘Quality Education.’ Newly emerging strands in the context of ESD, also seeking to transcend ESD, include a critical transgressive strand emphasizing the important of not just developing agency and competence that citizens need to learn to live equitably and meaningfully within planetary boundaries, but also helping learners in critiquing and changing or even disrupting structures and systems that normalize unsustainability. Another emerging strand is a posthuman, relational strand that emphasizes the importance of decentering the human and becoming aware of our inevitable entanglement with nature and other species. While receiving much attention in international governance and policy contexts, enactment of ESD in practice lags behind, in part due to different priorities in education at the country level and a lack of understanding of its meaning and its potential significance in reforming education and learning in times of global sustainability challenges. At the same time some scholars critique ESD for being overly instrumental, anthropocentric, and having colonizing tendencies that ignore Indigenous and local perspectives on both education and sustainability.

D. Caulley

L. Cohen, L. Manion, K. Morrison

Vincent Tinto

A. Astin

Jack R. Fraenkel, N. Wallen

L. Cohen, L. Manion, K. Morrison

J. Richardson

dkk Donald Ary

S. Merriam

A. Chickering, Stephen Gamson

Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

R. Felder, L. Silverman

J. Dewey

Gloria Ladson-Billings, W. Tate

This article asserts that despite the salience of race in U.S. society, as a topic of scholarly inquiry, it remains untheorized. The article argues for a critical race theoretical perspective in education analogous to that of critical race theory in legal scholarship by developing three propositions: (1) race continues to be significant in the United States; (2) U.S. society is based on property rights rather than human rights; and (3) the intersection of race and property creates an analytical tool for understanding inequity. The article concludes with a look at the limitations of the current multicultural paradigm.

P. Freire

'Freire combines a compassion for the wretched of the earth with an intellectual and practical confidence and personal humility...Most of all he has a vision of man.' Times Higher Educational Supplement Paulo Freire (1921-97) was an educationalist based in Brazil and became the most influential writer and thinker on education in the late twentieth century. His seminal work Pedagogy of the Oppressed has sold almost 1 million copies. Education for Critical Consciousness is the main statement of Freire's revolutionary method of education. It takes the life situation of the learner as its starting point and the raising of consciousness and the overcoming of obstacles as its goals. For Freire, man's striving for his own humanity requires the changing of structures which dehumanise both the oppressor and the oppressed, rather than therapy.

D. Nutbeam

V. Plisko, Joyce D. Stern, Thomas M. Smith et al.

N. Noddings

D. Garrison, T. Anderson, W. Archer