Curriculum and Social Change in Education for a Sustainable Future?

Bostad, Inga; Fisher, Aled Dilwyn

doi:10.1007/978-94-6300-405-3_5

Cited by 3 publications

(2 citation statements)

References 13 publications

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“…As discussed in Bostad and Fischer, 64 the fi rst of these challenges are the supplementreplacement dilemma (also called the paradox of bildung); How can we contribute to ecological awareness through formal education when it is not possible to completely control classroom outcomes, let alone broader educational ones? Th e second is the instrumentalpluralist dilemma: How can an open pluralism include, and not reduce, basic ecological information while encouraging debate and refl ection?…”

Section: Concluding Remarks-imagining An Education For the Future?mentioning

confidence: 99%

Learning and loving of nature in the Anthropocene

Bostad¹,

Hessen²

2019

SPF

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What does “belonging to nature” mean today and how can children and young people be inspired to experience this? What basic dilemmas and challenges arise between the requirement for critical thinking on the one side, and the experience of belonging and coexisting in nature on the other? In this article we will scrutinize the ideal of rational arguments and norms as stated in current policy documents and discuss how this best can promote curiosity and wonder, as well as a sense of relatedness and responsibility with nature that can inspire normative actions, We claim that critical thinking informed by a value-based ecology is needed to reveal the hidden curriculum of sustainable education; that is, a loss of “holistic” view in the footsteps of scientific diversification, a lack of curiosity and training of critical thinking, and a “denial of nature” characterized by a missed opportunity to raise the urgent attention towards environmental risks, that today should be a main mission in natural science education .

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Section: Concluding Remarks-imagining An Education For the Future?mentioning

confidence: 99%

Learning and loving of nature in the Anthropocene

Bostad¹,

Hessen²

2019

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“…Bostad and Fisher [15] (p. 74) posit that this current environmental discourse is 'often presented as an advancement of EE'. Others vehemently disagree, noting that ESD takes an instrumental, less critical stance that attempts to balance human instrumental needs and the limits of ecological exploitation.…”

Section: Environmental Discourse In Educationmentioning

confidence: 99%

Education for Social Transformation (EST) in the Caribbean: A Postcolonial Perspective

Brissett

2018

Education Sciences

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This paper critically examines the possibilities of education for social transformation (EST) in the context of the Caribbean Community (CARICOM). This is a region with a history of colonialism and embodies some of the central dilemmas of globalization, such as inequality and environmental precarity. Thus, conceptually, EST holds great promise for social justice and environmental sustainability. The paper argues, however, that EST can be relevant to the region only if it takes account of the enduring deep-seated legacy of asymmetries of power, exploitation and inequality in the broader society and within the education system resulting from colonialism and now exacerbated by globalization’s processes. Using postcolonial theory as the analytical frame, the paper highlights these challenges to EST in the context of the Caribbean and also identifies educational principles for EST to be a catalyst for social transformation in the region.

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