Teaching Sustainability in Norway, China and Ghana: Challenges to the UN Programme

Autor/in	Witoszek, Nina
Titel	Teaching Sustainability in Norway, China and Ghana: Challenges to the UN Programme
Quelle	In: Environmental Education Research, 24 (2018) 6, S.831-844 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2017.1307944
Schlagwörter	Foreign Countries; Sustainable Development; Cultural Differences; Cross Cultural Studies; Developing Nations; Developed Nations; Environmental Education; Teaching Methods; High Schools; Political Issues; Socioeconomic Influences; Neoliberalism; Barriers; Interviews; Participant Observation; Documentation; Secondary Schools; Norway; China; Ghana + Suchen Sie Ihr Suchwort? Ausland; Nachhaltige Entwicklung; Kultureller Unterschied; Cultural comparison; Kulturvergleich; Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; High school; Oberschule; Politischer Faktor; Sozioökonomischer Faktor; Neo-liberalism; Neoliberalismus; Interviewing; Interviewtechnik; Teilnehmende Beobachtung; Dokumentation; Sekundarschule; Norwegen
Abstract	The article compares how the UN-initiated education for sustainable development (ESD) has fared in three seemingly dissimilar countries: Norway, a wealthy, 'post-materialist' liberal democracy, Ghana, a developing democratic country, and China, a fast catching-up, centrally-steered economy. The study--based on an analysis of national ESD programmes, schoolbooks and qualitative interviews with teachers and students--discusses some of the pivotal reasons for the decline in ESD schooling in all three countries. It also explores surprising 'archipelagos of pedagogical innovation', as shown by one of the high schools in Ghana. Our conclusions are that, apart from specific, cultural and political contexts which influence ESD, students' socio-environmental literacy in the examined countries has been affected by an ever more pervasive competitive and neoliberal mindset. Further, in all three cases, the agenda of 'sustainable development' suffers from a 'narrative and mythical deficit': a lack of a mobilizing story, the absence of which reduces the attractiveness of sustainability ideals and inhibits their empowering potential. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01