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BNELIT - Datenbank zu Bildung für nachhaltige Entwicklung: wissenschaftliche Literatur und Materialien
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Verfasser/-in:
Hauptsachtitel:
Learning and teaching sustainable development in global-local contexts.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Environmental Education Research
Z-Jahrgang:
24
Z-Heftnummer/-bez.:
5
Erscheinungsjahr:
Seite (von-bis):
772-773
Kurzinfo:
Synopsis
This phenomenographic, contextual research focuses on Global Learning for Sustainable Development (GLSD). GLSD is a rather young and relatively unexplored area for research, understood within am international context of studies of Education for Sustainable Development (ESD) and Global Education (GE). Through literature reviews on ESD and GE, the thesis identifies the pedagogic and political positioning of GLSD in relation to prior research, and proposes an operational and researchable definition of GLSD in relation to learning and teaching about global–local contexts. Drawing on phenomenographic methodologies, a series of linked studies in Sweden investigates qualities of learning that foment transdisciplinary knowledge content of ESD in learning and teaching. Associated approaches in GLSD are: Contributing: Assist and Take Part; and Ownership: Possess and Reconceptualise. The series of empirical studies shows how qualities of learning are subject to different conceptualisations and approaches among upper secondary school students, teachers and head teachers. An analysis of data collected from semi-structured interviews identifies critical knowledge capabilities, transition skills, and self-determination as key for action towards sustainability globally. Further analysis illustrates how knowledge formation processes occur in local–global forms of ESD. Among a diversity of interpretations, concrete experiences and conflicting values, it is argued that effective GLSD requires that learners negotiate possibilities, reflect critically and develop capabilities to handle unforeseen and complex challenges, individually and in collaboration with others. The work also suggests how teachers′ professional development and shared efforts might improve learning environments for their students within GLSD. For example, at a global level, there is a growing need to develop social readiness, competencies and capabilities for transitions towards sustainability. Climate change and conflicts are concrete and pressing examples, drastically increasing the number of displaced people who need proactive preventive strategies, as well as the opportunity to learn skills useful across a range of contexts and changing circumstances. Finally, intersecting areas of curriculum theorising and research are discussed, focusing on questions of practices, normativity and epistemology. Recommendations are also offered on addressing ways of knowing that are privileged and marginalised in learning, teaching and curriculum, about environmental concerns and imperatives.
Original-Quelle (URL):
DOI:
10.1080/13504622.2016.1217399
Datum des Zugriffs:
23.04.2018