Losing Traction and the Art of Slip-Sliding Away: Or, Getting over Education for Sustainable Development

Autor/in	Jickling, Bob
Titel	Losing Traction and the Art of Slip-Sliding Away: Or, Getting over Education for Sustainable Development
Quelle	In: Journal of Environmental Education, 47 (2016) 2, S.128-138 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2015.1080653
Schlagwörter	Environmental Education; Sustainable Development; Foreign Countries; Case Studies; Educational Policy; Educational Experience; Public Policy; Conservation (Environment); Strategic Planning; Policy Formation; Vietnam + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Ausland; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Bildungserfahrung; Öffentliche Ordnung; Conservation; Environment; Konservierung; Bewahung; Umwelt; Strategy; Planning; Strategie; Planung; Politische Betätigung
Abstract	This response problematizes Stefan Bengtsson's (2016) defense of education for sustainable development. He argues that sustainable development and education for sustainable development are not globalizing and hegemonic discourses, as some have claimed, and uses case-study analysis of Vietnamese policy documents to support his claims. He observes contestation and dissensus within these documents, and that, for him, is at odds with his conceptions of hegemony and paradigmatic status. He also suggests that this dissensus provides openings for opposition and resistance. I argue, on the contrary, that disagreement, dissent, anomalies, and counter-hegemonic forces have always been part of hegemonic struggles and paradigmatic states--and shifts. Bengtsson and I do agree about the importance of dissensus and resistance; however, important choices remain to be made about what concepts and contexts of dissensus are most educationally valuable. For example, I show that Bengtsson's Vietnamese policy data suggests that although dissensus exists, sustainable development and education for sustainable development have had little impact in generating counter-hegemonic discourse, resistance, anomalous responses, or creative alternatives in the environmental and social policy. Based on the data, sustainable development does not seem to have much traction. I argue that a useful approach would be to focus on understandings currently absent or underrepresented in contemporary education. Particularly important are the understandings required to think differently and to become different beings. Throughout, attention has been given to developing educational experiences that arise that shift the way learners carry themselves in the world, enact their etiquette, and broaden their ontological positioning, and commensurate understandings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01