Sustainability

12

Special Issue

South/North Perspectives on Global Learning for Sustainable Development

2020

Dear Colleagues

This call for a Special Issue aims to present perspectives from all continents on what Global Learning for Sustainable Development can be today, and what it could mean for the future of our planet.

When the term was originally coined ten years ago, the intention was to underline that cooperation and intelligent action is needed on a global scale, to resolve the serious environmental threats our modes of production have resulted in. Global action is also necessary to address famine, war, forced displacement or population explosion. Unfortunately, despite several international conferences and significant agreements, we can see that sustainable development is still interpreted as continuing on a path of unrestrained economic expansion. Education for sustainability in schools or universities is still very far from transforming societies or enabling transitions to sustainability. The question is therefore what can global learning mean, if our aim is not only to achieve incremental improvements, but to reverse current trends before we cross even more tipping points? How can we define truly sustainable development, while seriously considering both economic and technological implications? How can we as societies organize our learning for transitions to sustainability, within and outside existing formal education systems?

Dr. Birgitta Nordén
Dr. Helen Avery
Guest Editors

Inhalt

Condeza-Marmentini, A.; Flores-González, L. Configurations and Meanings of Environmental Knowledge: Transitions from the Subjective Experience of Students towards the Intersubjective Experience of Us. Sustainability 2019, 11(11), 3050; https://doi.org/10.3390/su11113050.
https://www.mdpi.com/2071-1050/11/11/3050

Bergersen, A.; Muleya, G. Zambian Civic Education Teacher Students in Norway for a Year—How Do They Describe Their Transformative Learning?. Sustainability 2019, 11(24), 7143; https://doi.org/10.3390/su11247143.
https://www.mdpi.com/2071-1050/11/24/7143

Högfeldt, A.; Rosén, A.; Mwase, C.; Lantz, A.; Gumaelius, L.; Shayo, E.; Lujara, S.; Mvungi, N. Mutual Capacity Building through North-South Collaboration Using Challenge-Driven Education. Sustainability 2019, 11(24), 7236; https://doi.org/10.3390/su11247236.
https://www.mdpi.com/2071-1050/11/24/7236

Dong, J. Global Learning from the Periphery: An Ethnographic Study of a Chinese Urban Migrant School. Sustainability 2020, 12(1), 381; https://doi.org/10.3390/su12010381.
https://www.mdpi.com/2071-1050/12/1/381

↑ https://www.mdpi.com/journal/sustainability/special_issues/sus_glsd

12.05.2020