Learning in Global Settings: Developing Transitions for Meaning-Making

Autor/inn/en	Norden, Birgitta; Avery, Helen; Anderberg, Elsie
Titel	Learning in Global Settings: Developing Transitions for Meaning-Making
Quelle	In: Research in Comparative and International Education, 7 (2012) 4, S.514-529 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2012.7.4.514
Schlagwörter	Secondary School Students; Environmental Education; Foreign Countries; Sustainable Development; Global Approach; Interviews; Interdisciplinary Approach; Prevention; Program Descriptions; Web Based Instruction; Administrator Attitudes; Teacher Attitudes; Role of Education; Sweden + Suchen Sie Ihr Suchwort? Sekundarschüler; Umweltbildung; Umwelterziehung; Umweltpädagogik; Ausland; Nachhaltige Entwicklung; Globales Denken; Interviewing; Interviewtechnik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Prävention; Vorbeugung; Web Based Training; Lehrerverhalten; Bildungsauftrag; Schweden
Abstract	Global teaching and learning for sustainable development reaches from the classroom to the world outside, and is therefore a particularly interesting setting for practising transition skills. The article suggests a number of features perceived as crucial in developing young people's capability to act in a changing world and under circumstances that are difficult to predict. The suggestions are based on an empirical study of the Lund Calling project, which aimed at implementing a web-based international programme for teaching preventive environmental strategies in Swedish secondary schools. The article first presents some of the conditions in Sweden that particularly impact on young people's transition to adulthood. Related research in sustainability education is also briefly outlined. Knowledge capability theory is used to discuss results from the empirical study of the Lund Calling project, where interviews were conducted with secondary school students, teachers and headmasters. Based on these interviews, features that appear to be particularly relevant as transition skills in global learning for sustainable development include transdisciplinary action, democratic collaborative action, as well as self-directed and independent initiative. The article concludes that young people today cannot, as in earlier periods of history, base their actions entirely on the traditions of the family or community. Instead, they also need to learn to form their own communities, capable of acting at both local and global levels. Education here plays an important role in developing the necessary transition skills that enable young people to be prepared for a rapidly changing and uncertain world. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10