Envisioning Complexity: Towards a New Conceptualization of Educational Research for Sustainability

Pipere, Anita

doi:10.1515/dcse-2016-0017

Cited by 19 publications

(22 citation statements)

References 62 publications

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“…As an alternative, Pipere (2016) suggests the inclusion of the cognitive approaches of a hermeneutical cycle to make a clear definition of ESD and remove the blurring of its meaning. In a similar vein, teacher candidates can be taught to possess hermeneutical thinking features and apply them in their teaching practices to ensure effective application of ESD and contribute to their professional identity.…”

Section: Sustainable Development In Teacher Educationmentioning

confidence: 99%

Effects of Contextual Factors on ESD in Teacher Education

Atmaca

2017

Discourse and Communication for Sustainable Education

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Education for sustainable development (ESD) guides and empowers educators to reshape their thinking style and move towards a sustainable future. It has attracted a lot of attention and been studied in different perspectives. However, contextual factors have not been studied in relation to sustainable development for teacher education. Therefore, this study aims to find out the possible effects of changing contextual factors on preservice and in-service teachers in terms of sustainable education for their profession. For this purpose, 267 pre-service teachers from four different universities and 50 inservice teachers from 15 different cities participated in the study. Out of 317 participants, 245 stated that contextual factors influence their teaching habits adversely, while 54 reported that they ignored the outer factors. In light of the data gathered, it can be said that the participant teachers were mostly pessimistic about the effect of contextual differences on ESD. Based upon participant statements, a new theory emerged. According to this theory, there are personal (P), institutional (I), stakeholder-related (S), environmental (E) and training-related (T) factors which positively and/or negatively influence ESD in teacher education. In this regard, the new theory was formed with the first letters of the related factors and called P.I.S.E.T. These findings suggest that pre-service teachers should be exposed to various school settings during their practicum and inservice teachers should receive context-related support from the stakeholders to enhance their professional skills and act in line with the principles of ESD.

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Section: Sustainable Development In Teacher Educationmentioning

confidence: 99%

Effects of Contextual Factors on ESD in Teacher Education

Atmaca

2017

Discourse and Communication for Sustainable Education

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“…A gender analysis, therefore, should provide information and inquiry about the social groups that would be affected by an initiative (namely, ESD and TE for SD) ñ about their gender differences, gender identities, relationships, etc. In the presented paper we intend to shed some light on the gender identity of pupils, students and teachers both at comprehensive schools and university as they all should potentially be involved in the global processes of educational paradigm shift towards sustainability (Pipere, 2016;SalÓte, 2015). The literature search shows the gap in the research on ESD in terms of gender issues, albeit, the disregard of this aspect of culture would possibly lead to unwanted consequences.…”

Section: Gender Analysis: Imperative For Sustainability Issues and Esdmentioning

confidence: 99%

Gender Identity of Students and Teachers: Implications for a Sustainable Future

Badjanova

Pipere

Iliško

2017

Journal of Teacher Education for Sustainability

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Considering the gender identity as a crucial aspect of the culture that shapes our daily life and recognising the research gap on this topic in the context of sustainable education, the paper describes the quantitative cross-sectional study on gender identity of students and teachers comparing the respondents by their age and sex. Three age groups (106 female and 62 male) participated in the study: 18ñ19-years-old pupils from comprehensive and vocational schools (n=59), 20ñ15-years-old university students (n=52) and 24ñ64-years-old teachers working at respective schools and universities (n=57). The original Bem Sex Role Inventory was administered to measure the individual gender identity types of masculinity, femininity, and androgyny. The majority of respondents from all age and sex groups described themselves as androgynous. Male and university students featured the scattering of scores more toward masculinity, while the scores of female, pupils, and teachers were more inclined toward femininity. No statistically significant differences were found among the three age groups, while sex appeared to be more influential factor causing significant differences between male and female in terms of gender identity with maleís inclination toward masculinity and femaleís inclination toward femininity. Dominance of androgynous individuals challenges the current approaches to the gender education in the context of sustainable development.Keywords: gender identity, androgyny, masculinity, femininity, education for sustainable development Today it becomes self-evident that gender identities and gender relations are significantly connected with the cultural progress since they determine the daily life of each person, family, workplace, and wider community. At the same time, global changes, especially social and economic turbulences push the cultural values toward modification and variations, different interests intervening this process (Schalkwyk, 2000). In this paper we suggest the possibility of creative adaptation of gender analysis, advocated for over 20 years, to the educational issues related to sustainability. Gender stands for the socially determined difference of cultural norms and expectations linked to the biological differences between the sexes. These social constructions of gender vary in time and place and between the cultures (European Commission 2009, part 1.2.).

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“…Some studies in the field of sustainable education have already evaluated the transdisciplinary research framework by integrating the experiential practices with the theoretical ideas, which will deepen and extend the education quality achievement towards sustainability and sustainable development (SalÓte et al, 2016) by creating the methodology which will allow for the reintegration of the knowledge and creating a new science (Sommerville & Rapport, 2002). The complexity of the sustainability education system is also related to the complexity of social systems and research paradigm (Pipere, 2016), and represents the highly conceptualized situations and subjects.…”

Section: Introductionmentioning

confidence: 99%

Education towards Urban Sustainability: Lessons Learned from the Welfare Business Models of Kanazawa City, Japan

Mammadova

2017

Journal of Teacher Education for Sustainability

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Education is considered a driving force for urban sustainable development and there is an urgent need to use different approaches to increase the awareness level in younger generations. Teaching about sustainability requires an integrated approach due to its complex concept, and in this study to show the interconnection of the social, environmental and economic sectors of the city the author decided to conduct fieldwork activities in the welfare business sectors, which is one of the leading practices used in the aging Japanese population. Japanís population is aging with a declining birth rate, and the country is becoming a ìsuper-agingî society with one out of every four persons aged above 65 years. There are crucial issues to provide social services, such as care for the elderly, child support programmes to reduce the child-raising anxieties, care for mentally and physically disabled people and others. In this study, the objectives were 1) to provide the fieldwork in small-scaled private and town-scaled business sectors and 2) to observe the interconnection of urban sustainability practices through the welfare with environmental, social and economic sectors. Private and public sectors were visited by 15 international students with different educational backgrounds, who had no idea about urban sustainability. In total, four welfare business sectors were visited by the students: two sectors were related to the farming activates together with care for disabled people, and the other two field trips were related to urban community-development business sectors. After the field trips, students evaluated a linkage among social, environmental and business sectors related with welfare practices. The awareness level of the students increased (85 %) towards the issue of sustainable urban development, and they were able to provide the recommendations for the inclusive, safe and resilient cities. These field trips showed very positive feedback, to educate the youth. In this study, the author presents the qualitative transdisciplinary field trip approach. However, to improve the methodology a cohort analysis with a quantitative data analysis will be performed in the further study.

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Envisioning Complexity: Towards a New Conceptualization of Educational Research for Sustainability

Cited by 19 publications

References 62 publications

Effects of Contextual Factors on ESD in Teacher Education

Effects of Contextual Factors on ESD in Teacher Education

Gender Identity of Students and Teachers: Implications for a Sustainable Future

Education towards Urban Sustainability: Lessons Learned from the Welfare Business Models of Kanazawa City, Japan

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