Balancing the tensions and meeting the conceptual challenges of education for sustainable development and climate change
Balancing the tensions and meeting the conceptual challenges of education for sustainable development and climate change
复制标题
DOI：
10.1080/13504622.2013.780588
复制
发表时间：
2013-04-01
影响因子：
3.2
通讯作者：
Pedretti, Erminia
中科院分区：
文献类型：
--
作者：
Blum, Nicole;Nazir, Joanne;Pedretti, Erminia
本文讨论了教育、可持续发展和气候变化工作的主要挑战之一：对环境教育（EE）、可持续发展教育（ESD）和气候变化教育（CCE）等中心思想的总体概念化。这些概念在不同的背景下和不同的行为者之间意味着什么？本文借鉴了来自丹麦、新加坡、加拿大和英国的证据，突出了围绕这些基本上有争议的概念及其与政策和实践的关系进行的国家讨论中发现的相似性和差异。报告进一步指出，关于教育、可持续发展教育和社区教育如何概念化的辩论不仅对学术工作本身，而且对关于概念理解、政策和实践之间的当前和潜在关系的更广泛的国际讨论都具有高度的相关性。
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.