Utopianism and Educational Processes in the United Nations Decade of Education for Sustainable Development

Autor/in	Lotz-Sisitka, Heila
Titel	Utopianism and Educational Processes in the United Nations Decade of Education for Sustainable Development
Quelle	In: Canadian Journal of Environmental Education, 13 (2008) 1, S.134-152 (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1205-5352
Schlagwörter	Social Justice; Constructivism (Learning); Racial Segregation; Democracy; Learning Processes; Foreign Countries; Sustainable Development; Foreign Policy; Environmental Education; Transformative Learning; Social Change; Creativity; Youth; Music; Teaching Methods; Local Issues; South Africa + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Rassentrennung; Demokratie; Learning process; Lernprozess; Ausland; Nachhaltige Entwicklung; Außenpolitik; Umweltbildung; Umwelterziehung; Umweltpädagogik; Pädagogische Transformation; Sozialer Wandel; Kreativität; Jugend; Jugendlicher; Jugendalter; Musik; Teaching method; Lehrmethode; Unterrichtsmethode; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Recent international policy literature on Education for Sustainable Development puts forward utopian concepts of sustainable development and transformed learning as objects for educational thinking and practice. This paper, drawing on three illustrative educational investigations with youth in a South African context, critically examines how we might engage with utopian concepts such as those put forward in the United Nations Decade of Education for Sustainable Development. It incorporates an engagement with other related utopian concepts such as democracy and social justice, which feature strongly in post-apartheid societal reconstruction in South Africa. The paper argues that if we are to avoid valuable utopian concepts such as democracy, sustainability, and social justice from becoming doxic knowledge, a reflexive realist orientation might best guide our educational engagements with such concepts. Such an approach to utopianism would take account of contextual realities and situated learning processes, and foster a creativity of action that is constructivist in nature, but not relativist. (Contains 3 notes.) (As Provided).
Anmerkungen	Lakehead University and Canadian Network for Environmental Education and Communication. Lakehead University Faculty of Education, 955 Oliver Road, Thunder Bay, ON P7B 5E1, Canada. Fax: 807-346-7771; e-mail: cjee@lakeheadu.ca; Web site: http://cjee.lakeheadu.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10