"Stultifera Navis": Institutional Tensions, Conceptual Chaos, and Professional Uncertainty at the Beginning of the Decade of Education for Sustainable Development

Autor/inn/en	Perez, Jose Gutierrez; Llorente, Ma Teresa Pozo
Titel	"Stultifera Navis": Institutional Tensions, Conceptual Chaos, and Professional Uncertainty at the Beginning of the Decade of Education for Sustainable Development
Quelle	In: Policy Futures in Education, 3 (2005) 3, S.296-308 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
Schlagwörter	Environmental Education; Sustainable Development; International Organizations; Intervention; Models; Educational Practices; Research Needs; Higher Education; Educational Environment; Educational Policy; Nonformal Education; Informal Education; Economic Development; Developing Nations; Policy Analysis + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; International organisation; International organisations; International organization; Internationale Organisation; Analogiemodell; Bildungspraxis; Forschungsbedarf; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; Non-formal education; Non formal education; Nichtformale Bildung; Informelle Bildung; Wirtschaftsentwicklung; Developing country; Developing countries; Entwicklungsland; Politikfeldanalyse
Abstract	The main idea this article develops is the conceptual chaos, methodological tensions and epistemological conflicts that are being experienced in the field of environmental education as a result of the uncertainty generated by some institutions and international organisms. The authors' perspective starts from the idea that too many expectations have been invested in the celebration of the Decade of Education for Sustainable Development. The celebration will contribute to making the tensions and fractures grow between the different collectives and professional cultures that inhabit this educational field. While some will find their channels of expression waning and their work models delegitimated, others will increase their popularity and extend their hegemonic power over the dominant models of intervention and the securing of financial resources through the programs and grant competitions they enter. The reason for these tensions lies in the underlying focus promoted by the model of celebration that has been advocated by the institutions leading the process. (Contains 11 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10