Thinking/acting locally/globally: Western science and environmental education in a global knowledge economy

Gough, Noel

doi:10.1080/09500690210136620

Cited by 49 publications

(25 citation statements)

References 22 publications

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“…(Gough, 2002(Gough, , p. 1223 Later on, Gough (2002Gough ( , p. 1228) asks the difficult question, 'How can we think globally without enacting some form of epistemological imperialism?' This is definitely a relevant point in relation to how the Otherness machinery operates in the educational discourse.…”

Section: Helped/helpingmentioning

confidence: 99%

‘Our common world’ belongs to ‘Us’: constructions of otherness in education for sustainable development

Ideland

Malmberg

2014

Critical Studies in Education

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The aim of this article is to analyse how good intentions in Education for Sustainable Development (ESD) discursively construct and maintain differences between 'Us' and 'Them'. The empirical material consists of textbooks about sustainable development used in Swedish schools. An analysis of how 'Us' and 'Them' are constructed and maintained is done with help from critical race theory, whiteness studies and Popkewitz' notion of double gestures, exclusion through intentions of inclusion. The analysis departs from five dichotomies: tradition/civilisation, dirtiness/purity, chaos/ order, ignorance/morality and helped/helping. We consider these dichotomies as cogwheels operating in an 'Otherness machinery'. Through this machinery, 'We' are constructed as knowing, altruistic, conscious and good. The Other is simultaneously constructed as 'uncivilised' or as a 'bad' Other in need of higher moral standards. With help from these two Others, 'Swedish exceptionalism' is formed. The ESD project could then be understood as a colonial and excluding project, and we ask how it is possible to avoid that 'our common world' only belong to 'Us'?

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Section: Helped/helpingmentioning

confidence: 99%

‘Our common world’ belongs to ‘Us’: constructions of otherness in education for sustainable development

Ideland

Malmberg

2014

Critical Studies in Education

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“…Glocalisation provides a framework that takes into account the conflicts, tensions, and interplay between the global and the local (Helvacioglu 2000), and advocates the development of local and regional educational action in response to issues and problems (e.g. environmental concerns) in the global dimension (Gough 2002). In recent years, this concept, expressed as "think globally, act locally," has been promoted around the world by transnational organizations such as the United Nations and UNESCO.…”

Section: Glocalisation and Globalisation?mentioning

confidence: 99%

Exploring how globalization shapes education: methodology and theoretical framework

Pan

2010

Cult Stud of Sci Educ

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This is a commentary on some major issues raised in Carter and Dediwalage's "Globalisation and science education: The case of Sustainability by the bay" (this issue), particularly their methodology and theoretical framework for understanding how globalisation shapes education (including science education). While acknowledging the authors' contribution to the literature on globalisation and education, it questions the degree to which their analysis captures and explains how globalisation shapes science education, and examines how the research can be complemented by altering its methodology and expanding its theoretical framework.Keywords Globalisation · Neoliberalism · Decentralization · The Nation State 摘要本文回應 Carter 和 Dediwalage 在《全球化和科學教育:可持續發展海濱個案研究》(本期)一文中所提出的幾個主要問題,特別探討其研究全球化如何影響教育(包括科學教育)這一問題時所運用的研究方法和理論框架。該個案研究豐富了研究全球化和教育問題的文獻資料,但是其資料分析在多大程度上能說明和解釋全球化如何影響教育呢? 本文認為, 若轉換研究方法並基於更寬泛的理論框架,其資料分析的結果將有更有趣的發現。關鍵字全球化 · 新自由主义 · (地方)分權化 · 國家政權 This response paper draws upon recent literature on globalisation and education to discuss some major issues raised by Carter and Dediwalage (this issue) in their article "Globalisation and science education: The case of Sustainability by the bay". Carter and Dediwalage consider how globalisation informs policy and pedagogy through their analysis of an Australian school science curriculum project, Sustainability by the bay. In view

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“…Tradicionalmente, la educación ambiental ha puesto énfasis en fomentar una interpretación escalar de las cuestiones socioambientales (Tilbury, 2011), pero la tendencia general ha sido basarse en planteamientos dicotómicos local-global. Este planteamiento ha tomado mucha fuerza porque ha permitido comunicar fácilmente la idea de globalidad ambiental, pero ha sido acusado de estar vacío de contenido por su ambigüedad, de esconder una falta de rigor conceptual por su simplificación y de construir los imaginarios locales y globales desde una tendencia occidencialista (Gough, 2002).…”

Section: La Educación Ambiental Desde La Complejidad: Un Marco De Opounclassified

La Gestión Del Agua en Un Município: Una Oportunidad Para Conectar La Escuela, La Ciudad Y El Mundo

Riberaygua¹,

Fabrício²,

Freitas³

2017

IENCI

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ResumenAbordar en la escuela cuestiones socioambientales como el uso y la gestión del agua en una ciudad supone el reto para los docentes de situarse y operar con fenómenos complejos en entornos también complejos. En este contexto parece significativo apostar por nuevas formas de acercarse al entorno que prioricen las conexiones entre fenómenos, entre espacios y entre niveles escalares, para capacitar a los ciudadanos no sólo para interpretar y representar el mundo, sino también para actuar y aprender en él. Por un lado, integrar la dimensión escalar en la forma de interpretar y representar el mundo, articulando los fenómenos cotidianos con perspectivas locales y globales. Por el otro, conectar la enseñanza aprendizaje con la diversidad de espacios de la ciudad para aprovechar las oportunidades educativas que ofrecen. Desde este planteamiento se presenta una investigación cualitativa que explora la dimensión escalar de un grupo de profesores en formación para identificar los desafíos de una formación de profesorado que considere las competencias que posibilitan conectar la escuela con la ciudad, con las personas y con el mundo.Palabras Clave: Educación Ambiental; Complejidad; Formación inicial de professorado; Ciudad educadora; Agua. AbstractLeading with socioenvironmental issues in the school, as the use and management of water in a city, requires stand and operate with complex phenomena in complex environments also. In this context it seems important to search for new ways of approaching the environment based on the connections between events, between spaces and between scalar levels; to enable citizens not only to interpret and represent the world, but also to act on it and learn. Integrate the scalar dimension in the form of interpreting and representing the world, allows the connection between everyday phenomena and local and global perspectives. Moreover, allows the connection between the school and diverse areas of the city to take advantage of educational opportunities offered. From this perspective, a qualitative study exploring the scalar dimension of a group of trainee teachers is developed. This research seeks to identify the challenges of training teachers to consider the competencies that enable connecting the school with the city, with people and with the world.

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Thinking/acting locally/globally: Western science and environmental education in a global knowledge economy

Cited by 49 publications

References 22 publications

‘Our common world’ belongs to ‘Us’: constructions of otherness in education for sustainable development

‘Our common world’ belongs to ‘Us’: constructions of otherness in education for sustainable development

Exploring how globalization shapes education: methodology and theoretical framework

La Gestión Del Agua en Un Município: Una Oportunidad Para Conectar La Escuela, La Ciudad Y El Mundo

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