Does the Rise of STEM Education Mean the Demise of Sustainability Education?

Autor/inn/en	Smith, Caroline; Watson, Jane
Titel	Does the Rise of STEM Education Mean the Demise of Sustainability Education?
Quelle	In: Australian Journal of Environmental Education, 35 (2019) 1, S.1-11 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Caroline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
Schlagwörter	STEM Education; Environmental Education; Sustainability; Science Education; Technology Education; Engineering Education; Mathematics Education + Suchen Sie Ihr Suchwort? STEM; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltigkeit; Naturwissenschaftliche Bildung; Technisch-naturwissenschaftlicher Unterricht; Ingenieurausbildung; Mathematische Bildung
Abstract	In this article, we outline the key principles of education for sustainability (EfS) that enable us to question the enthusiastic and uncritical promotion of STEM (science, mathematics, engineering and technology) and its offshoot, STEM education, as key contributors to an environmentally sustainable future. We examine the framing of STEM and STEM education as situated in an unproblematised, neoliberal growthist paradigm, in contrast to the more critical ecological paradigm of EfS. We conclude that STEM, and hence STEM education, need to include critical refection and futures perspectives if they are to align themselves with a fourishing economic, social and environmental future. We provide examples for the classroom that illustrate our contention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01