Comparative Education Concepts, Methods and Practices in the Emerging Anthropocene Educational Space: From 'Measuring the Other' to 'Supporting the Other'?

Autor/in	Seddon, Terri
Titel	Comparative Education Concepts, Methods and Practices in the Emerging Anthropocene Educational Space: From 'Measuring the Other' to 'Supporting the Other'?
Quelle	In: Comparative Education, 59 (2023) 3, S.436-457 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seddon, Terri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2023.2215643
Schlagwörter	Comparative Education; Climate; Environmental Education; Sustainability; Teaching Methods; Resource Materials; Governance; Learning Processes; Barriers; Learning Experience; Measurement; Knowledge Level; Futures (of Society) + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Quellenmaterial; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Learning process; Lernprozess; Lernerfahrung; Messverfahren; Wissensbasis; Future; Society; Zukunft
Abstract	Climate change threatens human well-being and planetary health but is hardly addressed in education. Comparative education research has advised governments about education reforms since the nineteenth century, so what must change to sustain a liveable earth? I use the concept of 'educational space' to understand how comparative knowledge building has steered education. Then I re-read three volumes of the "World Yearbook of Education (WYB)" to show how comparative education has embedded knowledges that have steered governing, neglected experiences that complicate powerlessness, and constrained learning through measurement. I argue current education compromises humans facing challenging climate futures but could provide knowledges to support 'the other'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01