Enculturation, Education and Sustainable Development: Understanding the Impact of Culture and Education on Climate Change

Abstract

Education should play an important role in sustainable development. However, we were also faced with the enculturation in the education systems that contribute to the literacy of the environmental issue and challenges in maintaining sustainable development. In this review, we aimed to synthesize the recent research findings on how enculturation was developed among students through social and cultural factors and the role of education for sustainable development. In synthesizing the enculturation in the education system, we found several contributing social and cultural factors such as family cultural background and parental values, school systems, teachers’ beliefs, and the attitudes and appraisal of students used in the different school environments. Co-existing differences were also found when examining the environmental issue literacy among students from different cultures in the studies along with energy literacy and ocean literacy from cross-cultural studies perspectives. Drawing on these findings, we further add on how education for sustainable development in different cultures was integrated and emphasized in their existing school curricula to help other cultures to learn more about how education for sustainable development was developed across cultural contexts.

Ethno pedagogy and conservation practices of the erai-erai dance in the Lematang Malay Community, Lahat District, South Sumatra Indonesia

“…The involvement of the younger generation in the studio as erai-erai dancers is one of the aspects that supports the development and preservation of art in the Lahat district so that it is maintained [16]. Not only that, the role of the family is needed to inherit an art, especially the erai-erai dance-for example, the role of the women's dance group in Kebur village [17]. Erai-erai dance learning in Kebur village takes place traditionally and runs according to kinship lines or blood relations, such as from parents to their children and grandchildren, in this case by inviting children to see their mother dance so that it creates special interest and provides motivation to learn to dance erai-erai.…”