Nachhaltige Entwicklung durch gesellschaftliche Partizipation und Kooperation? – eine kritische Revision zentraler Theorien und Konzepte

Newig, Jens; Kuhn, Katina; Heinrichs, Harald

doi:10.1007/978-3-531-93020-6_3

Cited by 10 publications

(2 citation statements)

References 37 publications

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“…Various studies in Germany show that participation is not only a central factor from the perspective of the social acceptance of change and restructuring processes (Newig et al, 2011), but also promotes the quality of education in terms of selfdetermination, action and democratic competences (Fthenakis, 2004;Sauerwein, 2019;Tully, 2007). Studies of the Fridays for Future movement (BMU & UBA, 2020) and the Sinus Youth Study (Calmbach et al, 2016) suggest, on the one hand, that knowledge of structural change acquired exclusively within the school context does not lead to the full development of young people's action competences, as this may be called into question.…”

Section: Journal Of Education Formentioning

confidence: 99%

Education for Sustainable Development in Structural Change Processes Using the Example of the Coal Phase-out in Lusatia

Beer

Holz

2021

Journal of Education for Sustainable Development

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Within socio-economic transformation processes, the task of education is often reduced to short-term economic factors, that is, a suitable qualification profile of the local population. Transformative education should, however, be based on the broader claim that education contributes to successful transformation processes in the sense of facilitating a high and sustainable quality of life within a democratic society. In this article, we look at the transformation process in the German region of Lusatia. Coal, the region’s predominant industry, will be phased out by 2038. We examine what types of programme content might enable learners to participate in the transformation process, and discuss how different educational concepts (education for sustainable development and related approaches including transformative learning, socio-economic and civic education) could be used to develop an educational approach towards the transformation process. We derive competences that students should possess in two areas and provide recommendations for educational processes and policy.

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Section: Journal Of Education Formentioning

confidence: 99%

Education for Sustainable Development in Structural Change Processes Using the Example of the Coal Phase-out in Lusatia

Beer

Holz

2021

Journal of Education for Sustainable Development

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“…Rather, they involve people in environmental conservation practices and seek to secure public acquiescence for the predetermined goals of environmental action [55,56]. We should also point out that market environmentalism amplifies resentment through debate as a method of decision-making, since it involves select experts in a guiding role coercing public actors into compromise over environmental targets.…”

Section: Assessing Sustainability Dimensions Of Pes Practices: Concepmentioning

confidence: 99%

How Does Paying for Ecosystem Services Contribute to Sustainable Development? Evidence from Case Study Research in Germany and the UK

Nicolaus

Jetzkowitz

2014

Sustainability

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Payments for ecosystem services (PES) are currently being discussed as one of the most promising tools in environmental and sustainability governance. However, much criticism has been voiced against overly optimistic assumptions of PES' management potential towards sustainability. Several contributions to the debate show that PES fail both in reducing poverty and strengthening social justice. Additionally, they neglect problems of deliberation in decision-making, as well as the legitimacy of the applied environmental practices. Our empirical investigation on participatory and deliberative structures in already existing PES initiated by non-state actors contributes to the latter body of research. Based on the assumption that playing an active part in scheme design facilitates the consideration of justice and fairness, our case studies from Germany and the UK. present interesting results on the involvement of conflicting interests and their argumentation in the design process. Summing up these findings, we conclude that paying for ES rarely contributes to sustainable development in and of itself, but deliberatively designed schemes provide a formal setting to take aspects of justice into account.

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Umsetzung der BBiG-Novelle an beruflichen Schulen in Nordrhein-Westfalen. Neuer partizipativer Handlungsspielraum für lernende Regionen?

Gaßner-Keita

2012

Organisation Und Partizipation

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Nachhaltige Entwicklung durch gesellschaftliche Partizipation und Kooperation? – eine kritische Revision zentraler Theorien und Konzepte

Cited by 10 publications

References 37 publications

Education for Sustainable Development in Structural Change Processes Using the Example of the Coal Phase-out in Lusatia

Education for Sustainable Development in Structural Change Processes Using the Example of the Coal Phase-out in Lusatia

How Does Paying for Ecosystem Services Contribute to Sustainable Development? Evidence from Case Study Research in Germany and the UK

Umsetzung der BBiG-Novelle an beruflichen Schulen in Nordrhein-Westfalen. Neuer partizipativer Handlungsspielraum für lernende Regionen?

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