Balancing the tensions and meeting the conceptual challenges of education for sustainable development and climate change

被引:43
作者
Blum, Nicole [1 ]
Nazir, Joanne [2 ]
Breiting, Soren [3 ]
Goh, Kim Chuan [4 ]
Pedretti, Erminia [2 ]
机构
[1] Univ London, Inst Educ, Dev Educ Res Ctr, London WC1N 1AZ, England
[2] Univ Toronto, Ontario Inst Studies Educ, Ctr Sci Math & Technol, Toronto, ON, Canada
[3] Aarhus Univ, DPU, Res Programme Environm & Hlth Educ, Copenhagen, Denmark
[4] Nanyang Technol Univ, Natl Inst Educ, Singapore 639798, Singapore
关键词
Education for Sustainable Development; Environmental Education; climate change; policy; conceptualisations; Denmark; Singapore; Canada; United Kingdom;
D O I
10.1080/13504622.2013.780588
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This paper addresses one of the key challenges for work on education, sustainable development and climate change: the overall conceptualisation of central ideas such as Environmental Education (EE), Education for Sustainable Development (ESD) and Climate Change Education (CCE). What do these concepts mean in diverse contexts and amongst diverse actors? The paper draws on evidence from Denmark, Singapore, Canada and the UK to highlight both the similarities and differences found within national discussions around these essentially contested concepts and their relationships to policy and practice. It further argues that such debates about how EE, ESD and CCE are conceptualised remain highly relevant, not just to academic work itself, but also to wider international discussions regarding both the current and potential relationships between conceptual understanding, policy and practice.
引用
收藏
页码:206 / 217
页数:12
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