Education for Sustainable Development in Ethnic Autonomous Areas of China: A Comparison of Two Curriculum Initiatives and Their Educational Implications

Autor/in	Khoo, Yishin
Titel	Education for Sustainable Development in Ethnic Autonomous Areas of China: A Comparison of Two Curriculum Initiatives and Their Educational Implications
Quelle	In: Frontiers of Education in China, 10 (2015) 2, S.201-225 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1673-341X
Schlagwörter	Foreign Countries; Sustainable Development; Ethnic Groups; Minority Groups; Curriculum Development; Models; Curriculum Implementation; Instructional Materials; Barriers; Performance Factors; School Support; Teacher Education; Affective Objectives; Educational Practices; Educational Strategies; Educational Policy; Higher Education; China + Suchen Sie Ihr Suchwort? Ausland; Nachhaltige Entwicklung; Ethnie; Ethnische Minderheit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Analogiemodell; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Leistungsindikator; Schulförderverein; Lehrerausbildung; Lehrerbildung; Bildungspraxis; Lehrstrategie; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This paper examines the educational implications of two curriculum initiatives in China that have produced curricular materials promoting education for sustainable development (ESD) in minority-populated ethnic autonomous areas in China. The two curriculum projects present distinctive discourses, conceptions, models, frameworks and scopes of ESD in the country. Nonetheless, there is a likelihood that the actual implementation of the curriculum initiatives, especially the enactment of the curriculum materials produced, might be thwarted due to structural and systemic educational constraints, an anthropocentric approach to sustainable development, poor teacher support and teacher training, omissions of the affective learning components in curricular contents, as well as loopholes and weaknesses in the development of the curriculum materials themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01