Why It Matters How We Frame "Education" in Education for Sustainable Development

Autor/inn/en	Shephard, Kerry; Dulgar, Pete
Titel	Why It Matters How We Frame "Education" in Education for Sustainable Development
Quelle	In: Applied Environmental Education and Communication, 14 (2015) 3, S.137-148 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-015X
DOI	10.1080/1533015X.2015.1067577
Schlagwörter	Sustainable Development; Educational Practices; Educational Philosophy; Educational Objectives; Higher Education; Discourse Analysis; Sustainability; Instructional Innovation; Educational Change; Fundamental Concepts; Outcomes of Education; Models; Affective Objectives; Cognitive Objectives; Environmental Education + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Bildungspraxis; Bildungsphilosophie; Erziehungsphilosophie; Educational objective; Bildungsziel; Erziehungsziel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Diskursanalyse; Nachhaltigkeit; Educational Innovation; Bildungsinnovation; Bildungsreform; Grundlagenplan; Konzept; Lernleistung; Schulerfolg; Analogiemodell; Kognitives Lernziel; Umweltbildung; Umwelterziehung; Umweltpädagogik
Abstract	We analyzed two educational frameworks that seek to embed "education for sustainable development" into higher education (HE). Both identify that HE is failing to educate graduates able to address the sustainability needs of society and suggest approaches to remedy the situation. We used discourse analysis and framing analysis to explore the communication frames that the text activates in the context of education. Our results suggest that exponents of this form of sustainability-education have struggled to situate affect within HE learning and teaching and as a result may have underestimated the extent of pedagogical change necessary to achieve desired outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01