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Searching for the political dimension in education for sustainable development: socially critical, social learning and radical democratic approaches

机译：在可持续发展教育中寻求政治层面：社会批判，社会学习和激进的民主方法

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By means of a narrative research synthesis, the aim of this article is to explore how the political dimension can or should be staged as a teaching and learning content in education for sustainable development (ESD). The study is limited to research literature dealing with the political dimension in relation to the phenomenon of conflict. Three approaches to the topic are identified: a socially critical approach (SCA), a social learning approach (SLA) and a radical democratic approach (RDA). Notably, SCA and SLA are already established in the research field, whereas RDA is a result of our synthesis. The scope of the synthesis is limited to these three approaches. We follow up the narrative research synthesis by comparing the three approaches to discern how the political dimension emerges as an educational content by using conflict as part of the teaching and learning activities. The main results are that all three approaches tend to downplay the political and produce political sameness. The article ends by suggesting possible directions for further research that would fruitfully translate the idea of the political dimension into educational settings and enrich the political dimension as a concept in ESD in both practice and research.
机译：通过叙述性研究综述，本文的目的是探讨如何或应该将政治层面作为可持续发展教育（ESD）中的教学内容。该研究仅限于涉及与冲突现象有关的政治方面的研究文献。确定了该主题的三种方法：社会批判方法（SCA），社会学习方法（SLA）和激进民主方法（RDA）。值得注意的是，SCA和SLA已在研究领域确立，而RDA是我们综合的结果。综合范围仅限于这三种方法。我们通过比较三种方法来追踪叙事研究的综合，以通过将冲突作为教与学活动的一部分来辨别政治维度如何作为一种教育内容出现。主要结果是，这三种方法都倾向于淡化政治并产生政治相同性。本文最后提出了进一步研究的可能方向，这些方向将把政治层面的概念有效地转化为教育背景，并在实践和研究中丰富政治层面作为ESD中的概念。

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