Education for sustainable development, participation and socio‐cultural change

Læss⊘e, Jeppe

doi:10.1080/13504620903504016

Cited by 98 publications

(40 citation statements)

References 21 publications

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“…In the same special issue, Laessoe's (2010) This fits well with the dominant EfS discourse in northern Europe, being the 'ecological modernisation' model of environmental consciousness (Laessoe, 2010;Mogensen & Schnack, 2010). A dynamic concept, it views environmental issues as positive opportunities rather than negative problems.…”

Section: Student Learning In Education For Sustainabilitysupporting

confidence: 54%

“…Fears have been expressed about its vulnerability to become misused or 'jargonized', especially in educational practices (Reid, Jensen, Nikel, & Simovska, 2008). In EfS, Laessoe (2010) identifies there is a real risk, even within 'genuine' (as opposed to 'token') participatory processes, of it becoming a 'set exercise', albeit with a consensual basis, that misses the opportunity to really engage with the EfS issues in a critical and creative problem-solving way. He concludes that, "… there is a need to develop participatory ESD that goes beyond its current limitations, by working with dilemmas, dissensus and deliberative communication" (Laessoe, 2010, p. 54).…”

Section: Participatory Methods In School-based Efsmentioning

confidence: 99%

“…The terms EE and EfS are therefore both used in this thesis, the former being used to denote earlier work and the latter more recently, representing the recent shift in New Zealand towards calling environmental education, education for sustainability. In Europe the 5 frequently used term is education for sustainable development (ESD), which Laessoe (2010) confirms historically grew out of EE.…”

Section: Environmental Education Backgroundmentioning

confidence: 99%

“…Reiterating this in relation to the contemporary shift from EE to education for sustainability (EfS), Mogensen and Schnack (2010) emphasise that viewing EfS with an action competence lens shifts focus from isolated facts and skills to dealing holistically with real situations that embrace collective learning both within students and the school. This takes EfS learning into a far more empowering realm (Laessoe, 2010) than the traditional science or transmissive approach, as criticised by Tilbury (1995), while avoiding the Findings identified that the principal was very committed to the ecoclassroom project, and practiced a devolved management system that empowered teachers to pursue interest areas such as particular EfS projects.…”

Section: Aspects Attributed To the Nature Of The Project (Passive)mentioning

confidence: 99%

“…In the eco-classroom project, advocacy was evidenced by the following: students guiding visitors around school EfS projects (including the eco-classroom), appearing on TV and radio (which students also rated as fun), wanting to start new projects at other schools, trying to change environmental behaviour within their families; and engaging with the 'politics' of environmental issues such as recognising hypocrisy, conducting trade-off negotiations over a tree, finding out waste services were inadequate, and working towards obtaining building permits from local government. An action competence approach invites engagement with these processes as evidence of authenticity, for example, Mogensen & Schnack (2010) beings" (p. 10), and Laessoe (2010) recommends projects that cause students to work with "… dilemmas, dissensus and deliberative communication" (p. 54).…”

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confidence: 99%

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The Eco-Classroom Project: Fostering Student Participation Through Education for Sustainability

Wake¹,

Eames²

2012

Aust. J. environ. educ.

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This thesis investigated learning and other outcomes in participants, particularly students (9–11 years), as a result of their involvement in an education for sustainability (EfS) co-design and build project at their primary school in New Zealand, within the Enviroschools Programme. The research focused on four areas that distinguished the project: sustainability learning as the issue, participatory practice as the method, design as the process, and community partnerships as the sphere of involvement. Each of these was considered in terms of its influence on learning that was either cognitively based (knowledge), psychomotor (skills) or affective (attitudes and values). This led to the set-up of a matrix to collect qualitative data that was gathered using a narrative inquiry method around participants’ stories. This included focus groups with students who were part of the Eco-building Working Party, interviews with key adults from the school and the wider community, survey questionnaires to parents of the focus group students, plus classroom observations and analysis of visual diaries made by the teacher.Findings revealed student learning occurred in all three learning domains. This included EfS learning (particularly related to architecture and the built environment), understanding a design and build process, and cross-disciplinary learning that included skills such as leadership, teamwork and public speaking. Adult participants also gained from their involvement in the project. A correlation was made between the set-up and execution of the eco-classroom project and the Danish concept of Action Competence. This was indicated through the authentic, relevant and democratic action-taking focus of the eco-classroom project, which is linked to learning transformations. Also in agreement with an action competence approach was the strong focus in the project on both individual and collective learning. This was due to the process-focused nature of the project, itself related to the learning mandate and commitment to a democratic process with students. The project ran for a number of years with annually changing groups of students, who all had different experiences. The teacher used ‘peer education’ and reflective tools to manage the changeover of students positively. This gave depth and breadth to learning and ensured the project was truly collaborative. The embedding of learning in the project within the New Zealand Curriculum provided evidence of the flexible and multidisciplinary nature of EfS. Finally, a number of key management aspects were identified by the findings as contributing significantly to learning in the project and these are discussed.

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Section: Student Learning In Education For Sustainabilitysupporting

confidence: 54%

Section: Participatory Methods In School-based Efsmentioning

confidence: 99%

Section: Environmental Education Backgroundmentioning

confidence: 99%

Section: Aspects Attributed To the Nature Of The Project (Passive)mentioning

confidence: 99%

mentioning

confidence: 99%

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The Eco-Classroom Project: Fostering Student Participation Through Education for Sustainability

Wake¹,

Eames²

2012

Aust. J. environ. educ.

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Toward holistic corporate sustainability—Developing employees' action competence for sustainability in small and medium‐sized enterprises through training

et al. 2022

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To advance holistic corporate sustainability in small and medium-sized enterprises (SMEs) requires employees to fully engage in sustainability efforts, which, in return, means to develop employees' action competence for sustainability. Little empirical evidence, however, exists on how to do this considering well-known constraints SMEs face (time, expertise, resources). We present a transdisciplinary project that developed, delivered, and evaluated a sustainability training for the workforce of the Bohlsener Mühle, an SME that has pioneered corporate sustainability in Germany.The training was piloted for the business' apprentices and combined different learning modes to build participants' sustainable action competence. The pre-post evaluation, supported by observations and qualitative interviews, revealed that employees' action competence for sustainability can be fostered through such trainings and is most effective if organizational factors that enable a corporate culture of sustainability are aligned. We conclude that a human-centered and action-oriented approach to training is needed to unleash the full potential of the workforce to advance corporate sustainability.

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SDG1 in Europe: Micro-grants, Poverty, and the Big-Picture Future of Sustainable Development in a Post-pandemic World

Bello‐Bravo

Rodríguez-Domenech

Pittendrigh

2023

Key Challenges in Geography

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Education for sustainable development, participation and socio‐cultural change

Cited by 98 publications

References 21 publications

The Eco-Classroom Project: Fostering Student Participation Through Education for Sustainability

The Eco-Classroom Project: Fostering Student Participation Through Education for Sustainability

Toward holistic corporate sustainability—Developing employees' action competence for sustainability in small and medium‐sized enterprises through training

SDG1 in Europe: Micro-grants, Poverty, and the Big-Picture Future of Sustainable Development in a Post-pandemic World

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