30 SES 06 A, Global Issues in ESE
Being able to discuss, cooperate and have a dialogue in public are all essential skills needed in a democratic society. Other important skills include the ability to see challenges, relate different issues to each other, carry out investigations, critically read and write on issues related to their own ways of living, or look for ways of solving problems collaboratively. Another crucial aspect is learning how to present arguments and gain recognition for one’s ideas in society. The students need to be listened to when expressing a standpoint. For democracy to function, young people should feel that they are heard, whenever they contribute to society in a respectful way, as citizens. By being confirmed at school – and in society – young people can see themselves as a part of the common efforts towards sustainability. In view of changing conditions towards sustainability, also globally, democratic skills can be considered as a form of ‘action competence’ for SD, including actions on both the individual and the structural level.
The need of tools, to reach a deeper knowledge formation process, grasping the complexity in a global learning space, has been observed . Understanding collaboratively is a form of learning that evolves in a process perspective. Additionally, this creates the foundation for well-developed competence to act democratically. With global learning for sustainable development (GLSD), both necessary skills and a deeper understanding of the content could be gained locally, via global learning activities in global settings.
Organizational implementation tools need to be revised, and in particular various steering documents, such as the curriculum. The question of where to place sustainable development in the curriculum of education is not only about integration, but more an issue of systemic change within educational institutions. Allowing learning for SD presupposes a fundamentally transformative approach, which could facilitate implementation processes of GLSD.
Initiating transdisciplinary education for environmental and sustainability issues is urgent. Including a global context locally is mandatory for global learing through education and sustainable development Nethertheless, literature review rhetoric still dominates. There is a demand for investigating teacher experiences of transdisciplinary sustainability teaching and students´ learning within a global framework. In particular as the process of learning towards sustainability in global–local settings is often stated as critical. Research on new settings of teaching and learning approaches, with the potential to facilitate real transdisciplinary thinking, and seeking to implement SD into the curriculum, must be given priority.
Anderberg, Elsie, Nordén, Birgitta & Hansson, Birgit (2009): Global learning for sustainable development in higher education: recent trends and critique. International Journal of Sustainability in Higher Education 10(4), pp. 368–378. Bateson, Gregory (1972): Steps to an ecology of mind. St Albans: Paladin Fromore Booth, Shirley & Anderberg, Elsie (2005): Academic Development for Knowledge Capabilities. Learning, Reflecting and Developing. Higher Education Research & Development, 24(4), pp. 373–386. Bowden, John A. (2004 ): Capabilities–driven curriculum design. In Caroline Baillie & Ivan Moore eds: Effective learning and teaching in engineering, pp. 36–48. New York: RoutledgeFalmer, Taylor & Francis Group. Bowden, John A. & Marton, Ference (1998): The university of learning: beyond quality and competence. London: Kogan Page. Brunold, Andreas Otto (2005): Global Learning and Education for Sustainable Development. Higher Education in Europe, 30(3–4), pp. 295–306. Marton, Ference (1981): Phenomenography–describing conceptions of the world around us. Instructional Science, 10, pp. 177–200. Nordén, Birgitta, Avery, Helen & Anderberg, Elsie (2012). Learning in global settings: developing transitions for meaning-making. Research in Comparative and International Education 7(4) pp. 514-529, Symposium Journals. Nordén, Birgitta & Anderberg, Elsie (2012). Sustainable development through global learning and teaching. In Madu, C. N. & Kuei, C–H (Eds.) Handbook of Sustainability Management. London: Imperial College Press. Chapter 18 pp. 379-401. Scheunpflug, Annette & Asbrand, Barbara (2006): Global education and education for sustainability. Environmental Education Research, 12(1), pp. 33–46. Svensson, Lennart (2004): Forskningsmetoders analytiska och kontextuella kvaliteter. [Research Methods´ Analytical and Contextual Qualities]. In Carl Martin Allwood ed: Perspektiv på kvalitativ metod, [Perspectives on qualitative method], pp. 65–95. Lund: Studentlitteratur. Tilbury, Daniela (2010): Assessing ESD Experiences during the DESD: An expert review on processes of learning for ESD. DESD global monitoring and evaluation: Phase II. DRAFT (2010). Paris: UNESCO. Web site visited 2010–11–01 at: http://www.unesco.org/education/desd/phase2/Review_phase2_draft.pdf Wals, Arjen E. J. & Kieft, Geke (2010): Education for Sustainable Development. Research Overview. 2010:13 Sida Review. Stockholm: Edita. Web site visited 2010–11–01 at: http://www.sida.se/publications
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
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Network 10. Teacher Education Research
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Network 12. LISnet - Library and Information Science Network
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Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
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Network 17. Histories of Education
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Network 20. Research in Innovative Intercultural Learning Environments
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Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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