Literaturnachweis - Detailanzeige
Autor/inn/en | Rappleye, Jeremy; Komatsu, Hikaru |
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Titel | Towards (Comparative) Educational Research for a Finite Future |
Quelle | In: Comparative Education, 56 (2020) 2, S.190-217 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-0068 |
DOI | 10.1080/03050068.2020.1741197 |
Schlagwörter | Comparative Education; Futures (of Society); Sustainability; Economic Development; Models; Population Growth; Energy; Fuels; Scientific Research; Natural Resources; Social Change; Global Approach; Criticism; Sociology; Educational Research; Socialization; Teaching Methods; Environmental Education Vergleichende Erziehungswissenschaft; Future; Society; Zukunft; Nachhaltigkeit; Wirtschaftsentwicklung; Analogiemodell; Population increase; Bevölkerungswachstum; Energie; Treibstoff; Natural Ressource; Natürliche Ressource; Sozialer Wandel; Globales Denken; Kritik; Soziologie; Bildungsforschung; Pädagogische Forschung; Socialisation; Sozialisation; Teaching method; Lehrmethode; Unterrichtsmethode; Umweltbildung; Umwelterziehung; Umweltpädagogik |
Abstract | Educational scholars, particularly those working in comparative education, have largely failed to recognise, let alone discuss, the impending finite-ness of global resources. The field continues to operate on an assumption of infinite resources, an implicit cultural horizon in place since at least the Western Enlightenment. It has missed the epochal shift that is now upon us; unable to contribute to the deep transformation of research and practices that has now become urgent. Herein we discuss how such concerns might be addressed, suggesting an approach that centres ontological alterity through comparative method as means of making the turn towards a sustainable future. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |