Gute Absicht allein reicht nicht

Krogull, Susanne; Scheunpflug, Annette

doi:10.1002/fors.201490000

Cited by 1 publication

(2 citation statements)

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“…[13]). The literature on VEs, school linking, school partnerships, and sponsorships [31][32][33][34][35][36][37] is in accordance with the concerns stated by Andreotti and de Souza [39]: such encounters are minefields and exhibit a variety of possible negative outcomes, such as actually strengthening stereotypes instead of dispelling them. Positive as well as negative learning outcomes-which to some extent fit but also diverge from the aims of ESD-need to be discussed.…”

Section: Discussionmentioning

confidence: 58%

“…Some VSGE educators have expressed that they fear that it might not be very easy to achieve the intended learning outcomes, as the paths to such outcomes are likely not linear and instead involve a rather complex process [13]: instead of creating a feeling of global citizenship, VSGEs might strengthen stereotypes. In literature, school linking (mostly virtual), school partnerships (including visits), and sponsorships between schools (e.g., encounters and interactions be-tween learners in the Global North and Global South) have been described as controversial, also exhibiting a variety of possible negative outcomes [31][32][33][34][35][36][37] (see Section 2.3).…”

Section: Intended Learning Outcomes and Settings In Vsges And Esdmentioning

confidence: 99%

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(Un)expected Learning Outcomes of Virtual School Garden Exchanges in the Field of Education for Sustainable Development

2021

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Global solidarity is paramount in times of global crises and essential in Education for Sustainable Development (ESD). Virtual School Garden Exchanges (VSGEs) link local gardening with global thinking. In VSGEs, elementary and secondary school students in different parts of the world exchange information about their school gardens and related topics via digital media. Educators’ perspectives and the learning outcomes they observed in the participants of the VSGEs were the focus of this study, as there has been controversy about whether VSGEs are suitable for implementing ESD and whether VSGEs result in the learning outcomes that the educators expect them to. We conducted 20 semi-structured interviews with VSGE educators and analyzed them in an abductive and qualitative manner. The results showed substantial overlap with both the expected learning outcomes and the aims of ESD. Nevertheless, the data revealed different ways in which learners who engaged with their international peers were influenced by stereotypes and norms. On the one hand, VSGEs can lead to Othering, which is not congruent with either ESD or the expected learning outcomes. On the other hand, it can inspire Transformative Learning processes, which contribute to the aims of ESD. Therefore, depending on a complex interplay of various factors, there is potential for ESD in VSGEs, but VSGEs are not guaranteed to be a good ESD practice.

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