Sustainable territorial development in the context of higher education structure

Kulikova, Elena; Molokova, Elena; Vlasova, Natalia

doi:10.1051/e3sconf/202129608023

Cited by 2 publications

(2 citation statements)

References 13 publications

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“…But the importance of the territorial context goes beyond this, highlighting cultural, political, ecological specificities to a milieu and the necessity to understand and respect the place of citizens in their territory in order to apprehend how to undertake sustainable transformation of territories, itself enhanced through education. Numerous institutional networks have recognized this and have been mobilized in many countries and in all kinds of territories, to facilitate the integration of school in their territory, in line with programs on ESD (Francis et al, 2011) and EfS (Kulikova et al, 2021).…”

Section: Contextualizing Efs: Territorial Education and Experiential ...mentioning

confidence: 99%

Multi-level education for sustainability through global citizenship, territorial education and art forms

2023

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This article is aimed at addressing concepts, approaches and challenges that are both very characteristic of the era we are living in and that would also greatly benefit from being more and better integrated into our learning systems (both in the formal and non-formal educational systems and lifelong learning). Those issues and themes have emerged from, or have been exacerbated by, socio-economic systems in place since the middle of the 20th century, promoting amongst other things, a consumption society based on a linear over-exploitation of natural resources, the globalization of exchanges, a rapid urbanization process and not-always-harmonious mixes of cultures and communities. The COVID-19 pandemic seems to have culminated in triggering reflections on what matters most and, conversely, on what makes our world so un-sustainable and non-resilient. From these, a new momentum has been generated on reviewing where our efforts on teaching and learning about ‘sustainability’ got us to. Our focus here is on new approaches to education for sustainability at global, community and personal levels, as well as at levels that connect those. From linking the local to the global through ‘global citizenship,’ to experiential learning generated through practical projects such as urban agriculture, to an emotional involvement into understanding sustainability issues through art forms, we re-visit sustainability through the eyes of the learners, questioning the boundaries of the ‘sustainability educational project’ beyond the ones which, for (too) long, have paralleled those of neo-liberal reforms.

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Section: Contextualizing Efs: Territorial Education and Experiential ...mentioning

confidence: 99%

Multi-level education for sustainability through global citizenship, territorial education and art forms

2023

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“…The relatively new focus on the context and local territory as a basis for education for sustainability (Kulikova et al, 2021) accompanies what Courlet and Pecqueur described as a "trust issue" with regards to the "Etat-Nation" (nation-state), in a somehow "post-normal paradigm" within which liberalism and growth models are being questioned (2013, p. 7). Attached more specifically to the notion of "territorial economy", these researchers describe "territorial development" as a "new grammar of economics" which seeks to contest the dogma of the "homogeneous space".…”

Section: Te and Territorial Developmentmentioning

confidence: 99%

A New Phase in the History of Education for Sustainability. The Emergence of Territorial Education in a Post-Covid Recovery Period

Simon¹

2022

WJER

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The current pandemic has acted as a catalyst for chain reactions on issues such as the decline of certain industries, job losses and problems of food transportation. In a “globalized world”, connections require re-organizing. More than ever, the economic, environmental and social un-sustainability of our cities is exacerbated. Education for sustainability could help societies to address such vulnerabilities and recover from the pandemic. With a focus on cities, this article explores the emergence of “Territorial Learning” (TE). It illustrates the importance of taking the (geographical, cultural and socio-economic) context into account when contributing to education for sustainability as well as the operationalization of this concept and the identification of strategic priorities, participants in the learning process, and skills needed to ensure that learning outcomes lead to actions that will facilitate the transition to more resilient societies. The article explains the recent emergence of TE and its links with education for sustainability and global citizenship. It then illustrates how TE can help in dealing with two urban priority issues (food security and urban governance) and develop skills for sustainability. Finally it suggests some areas for future research, if TE is to help with the recovery of post-pandemic cities.

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Sustainable territorial development in the context of higher education structure

Cited by 2 publications

References 13 publications

Multi-level education for sustainability through global citizenship, territorial education and art forms

Multi-level education for sustainability through global citizenship, territorial education and art forms

A New Phase in the History of Education for Sustainability. The Emergence of Territorial Education in a Post-Covid Recovery Period

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