Shaping the GAP: Ideas for the UNESCO Post-2014 ESD Agenda

Taylor, Jim

doi:10.1177/0973408214548369

Cited by 11 publications

(5 citation statements)

References 1 publication

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“…These ideas and concepts form the basis of this paper which advocates an 'enabling' orientationrather than a traditional 'causal' approach (i.e. seeking to cause a change in others through top-down methodologies) (Taylor, 2014).…”

Section: Stakeholder Participation Through Citizen Sciencementioning

confidence: 99%

Social change innovations, citizen science, miniSASS and the SDGs

Taylor

Graham²,

Louw³

et al. 2021

Water Policy

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The United Nations Sustainable Development Goals (SDGs) describe a course of action to address poverty, protect the planet and ensure prosperity for all (https://sdgs.un.org/goals). More specifically, SDG 6 clarifies how water quality, quantity and access are crucial to human well-being, and yet human activities are compromising water resources through over-exploitation, pollution, as well as contributing to the spread of disease. Globally aquatic ecosystems are highly threatened and concerted efforts by governments and civil society to ‘turn the situation around’ are simply not working. Human-created problems require human-centred solutions and these require different ways of thinking and acting to those behaviour patterns that are contributing to the challenges. In this paper, we first consider causal approaches to attitude change and behaviour modification that are simply not working as intended. We then explore enabling responses such as citizen science and co-engaged action learning as more tenable alternatives. SDG 6 has a focus on clean water and sanitation for all. The SDGs further clarify how the extent to which this goal can be realized depends, to a large extent, on stakeholder engagements and education. Through stakeholder engagements and educational processes, people can contribute towards SDG 6 and the specific indicator and target in SDG 6.b – Stakeholder participation. Following a three-year research process, that investigated a wide range of participatory tools, this paper explores how the Stream Assessment Scoring System (miniSASS; www.minisass.org) can enable members of the public to engage in water quality monitoring at a local level. The paper continues to demonstrate how miniSASS can contribute to the monitoring of progress towards Sustainable Development Goal 6.3.2., as a Level Two indicator. miniSASS is proving popular in southern Africa as a methodology for engaging stakeholder participation in water quality monitoring and management. The technique costs very little to implement and can be applied by children and scientists alike. As a biomonitoring approach, it is based on families of macroinvertebrates that are present in most perennial rivers of the world. The paper concludes by describing how useful the miniSASS technique can be for addressing SDG 6.3.2 and that it can be applied in most regions of the world.

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Section: Stakeholder Participation Through Citizen Sciencementioning

confidence: 99%

Social change innovations, citizen science, miniSASS and the SDGs

Taylor

Graham²,

Louw³

et al. 2021

Water Policy

Self Cite

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“…This prevailing assumption endures despite research and experience showing that there is no causal relationship between attitudes and behaviour (Kemmis & Mutton, 2012). We have found that change-choice-practices, where participants are encouraged to make choices for a sustainable future, enable change in more powerful ways (Taylor, 2010, 2014). This approach to change draws on ‘nudge’ research and is gaining momentum.…”

Section: Innovations For Our Timesmentioning

confidence: 99%

Sustainability Commons and Other Innovations in Five Southern African Countries

Taylor¹

2018

Journal of Education for Sustainable Development

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O ne day everyone will live and work in a Sustainability Commons. 1 Although they may not use the term Sustainability Commons, such is the imperative to reduce human impact on non-renewable fossil fuels, save money and live more sustainably that many people are experimenting with different ways of living. One way to do this is to implement a range of 'low-carbon' technologies through the Sustainability Commons concept. A 'Sustainability Commons' is thus a place to try out sustainable living (Taylor & Westerman, 2013). It is also a place that anyone can visit and experiment with low-carbon technologies, which are usually very simple and inexpensive, and are being used locally for the benefit of the community and the environment. This article reflects on the development of five Sustainability Commons that are being developed in Lesotho, Swaziland, Namibia, Zambia and Botswana. Interestingly, each of these Sustainability Commons is unique and reflects the local priorities and social contexts of the institution in which they are being developed. Such approaches to education for sustainable development (ESD) are also supported by a range of innovations which are also described further on in this article.

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“…Teachers are important actors that can effectively integrate sustainability competencies. Presently, they reportedly face challenges in making useful connections between theory and context-relevant practice, thus disabling application of ESD principles to new contexts (Taylor, 2014;Pace, 2010). Despite efforts for its mainstreaming, teachers resist by complaining of overload and believing that ESD is an externally imposed constraint (Gokool-Ramdoo, 2012).…”

Section: Esd Leadership and Coordination: Capacity Deficienciesmentioning

confidence: 99%

Education for sustainable development: Connecting the dots for sustainability

Gokool-Ramdoo¹,

Rumjaun

2017

JL4D

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Critical pedagogy, practitioner experience and a regulatory perspective are employed to scrutinize the notion of Education for Sustainable Development (ESD) as it occurs in the literature. They promote understanding of the challenges impeding the completion of unfinished ESD businesses. In response to practitioner-expressed needs, this paper innovatively proposes a Sustainable Development-compliant National Qualifications and Credit Framework (SD-NQCF) as the instrument to finally connect isolated ESD ‘dots’ and scaffold their sustainability.Informed by a systems approach, this framework encourages repositioning educational activities within the UN Agenda 21 to ensure the suffusion of SD principles. ESD becomes the backbone of NQCFs, while critical pedagogy provides the adequate instrument to foster 21st Century sustainability competencies that are embedded into curricula as learning outcomes. The SD-compliant framework resolves tensions between formal, non-formal and informal education. It provides connecting bridges and pathways to sustainably suffusing socio-economic fabrics with SD principles that will shift paradigms.

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Shaping the GAP: Ideas for the UNESCO Post-2014 ESD Agenda

Cited by 11 publications

References 1 publication

Social change innovations, citizen science, miniSASS and the SDGs

Social change innovations, citizen science, miniSASS and the SDGs

Sustainability Commons and Other Innovations in Five Southern African Countries

Education for sustainable development: Connecting the dots for sustainability

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