An ethical re-framing of curriculum for sustainability education

被引：0
作者：
Brennan M. [1 ]
Widdop Quinton H. [2 ]
机构：
[1] University of South Australia, Adelaide
[2] Victoria University, Melbourne
来源：
Curriculum Perspectives | 2020年 / 40卷 / 1期
关键词：
Cross-curriculum priority: sustainability; Education for sustainability; School-community partnerships; Students as researchers;
D O I：
10.1007/s41297-019-00095-z
中图分类号：
学科分类号：
摘要：
[No abstract available]
引用
收藏
页码：105 / 110
页数：5
相关论文
共 34 条
[1]  
Boomer G., Negotiating the curriculum, Negotiating the Curriculum: Educating for the 21St Century, pp. 4-13, (1978)
[2]  
Brennan M., Struggles for teacher education in the age of the Anthropocene, Journal of Education, 69, pp. 43-65, (2017)
[3]  
Brennan M., Changing teaching and teacher education in the ‘Anthropocene’, On Education: Journal for Research and Debate, 2, 4, (2019)
[4]  
Bruner J., Man: A course of study, (1965)
[5]  
Brydon-Miller M., Coghlan D., First-, second- and third-person values-based ethics in educational action research: Personal resonance, mutual regard and social responsibility, Educational Action Research, 27, 2, pp. 303-317, (2019)
[6]  
Cohn S., Lynch R., Posthuman perspectives: Relevance for a global public health, Critical Public Health, 27, 3, pp. 285-292, (2017)
[7]  
Comber B., Literacy, place and pedagogies of possibility, (2016)
[8]  
Dewey J., Experience and Education, (1937)
[9]  
Eilam E., Prasad V., Widdop Quinton H., Examination of climate change conceptualization within upper secondary Victorian curriculum, Journal of Sustainability Education
[10]  
Imagination Declaration, (2019)
1234