2016) defense of education for sustainable development. He argues that sustainable development and education for sustainable development are not'/> Losing traction and the art of slip-sliding away: Or, getting over education for sustainable development
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>The journal of environmental education >Losing traction and the art of slip-sliding away: Or, getting over education for sustainable development
【24h】

Losing traction and the art of slip-sliding away: Or, getting over education for sustainable development

机译：失去牵引力和溜走的技巧：或者，为了可持续发展而接受教育

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This response problematizes Stefan Bengtsson's (0004"> 2016) defense of education for sustainable development. He argues that sustainable development and education for sustainable development are not globalizing and hegemonic discourses, as some have claimed, and uses case-study analysis of Vietnamese policy documents to support his claims. He observes contestation and dissensus within these documents, and that, for him, is at odds with his conceptions of hegemony and paradigmatic status. He also suggests that this dissensus provides openings for opposition and resistance. I argue, on the contrary, that disagreement, dissent, anomalies, and counter-hegemonic forces have always been part of hegemonic struggles and paradigmatic states-and shifts. Bengtsson and I do agree about the importance of dissensus and resistance; however, important choices remain to be made about what concepts and contexts of dissensus are most educationally valuable. For example, I show that Bengtsson's Vietnamese policy data suggests that although dissensus exists, sustainable development and education for sustainable development have had little impact in generating counter-hegemonic discourse, resistance, anomalous responses, or creative alternatives in the environmental and social policy. Based on the data, sustainable development does not seem to have much traction. I argue that a useful approach would be to focus on understandings currently absent or underrepresented in contemporary education. Particularly important are the understandings required to think differently and to become different beings. Throughout, attention has been given to developing educational experiences that arise that shift the way learners carry themselves in the world, enact their etiquette, and broaden their ontological positioning, and commensurate understandings.
机译：这种回应使斯特凡·本格森（Stefan Bengtsson（0004“> 2016）为可持续发展教育辩护的问题出了问题，他认为可持续发展和可持续发展教育并非像某些人所说的那样是全球化和霸权主义话语，而是对越南政策文件进行了案例研究分析。为了支持他的主张，他观察到这些文件中存在争执和分歧，对他而言，这与他的霸权和范式地位的概念相矛盾。他还建议，这种分歧为反对和抵抗提供了机会。相反，分歧，异议，反常势力和反霸权主义一直是霸权斗争和范式状态和转变的一部分，本特森和我的确同意分歧和抵抗的重要性；但是，关于这一点，我仍然要做出重要的选择。异议的概念和背景在教育上最有价值。例如，我证明了Bengtsson的越南人政策数据表明，尽管存在异议，但是可持续发展和可持续发展教育对在环境和社会政策中产生反霸权话语，抵抗，反常反应或创造性的替代方案几乎没有影响。根据数据，可持续发展似乎没有太大的吸引力。我认为一种有用的方法将是集中于当代教育中目前缺乏或代表性不足的理解。尤其重要的是，必须以不同的方式思考并成为不同的生物。在整个过程中，注意力一直集中在发展教育经验上，这些经验改变了学习者在世界上的生活方式，制定了礼节，扩大了他们的本体论定位以及相称的理解。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号