Education for the Future? Critical Evaluation of Education for Sustainable Development Goals

Autor/in	Kopnina, Helen
Titel	Education for the Future? Critical Evaluation of Education for Sustainable Development Goals
Quelle	In: Journal of Environmental Education, 51 (2020) 4, S.280-291 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kopnina, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2019.1710444
Schlagwörter	Futures (of Society); Environmental Education; Sustainable Development; Economic Development; Climate; Social Problems; Objectives; Natural Resources; Biodiversity; Change; Conservation (Environment); Nontraditional Education; Indigenous Knowledge; Teaching Methods; Ecology; Empowerment; Documentaries; Western Civilization + Suchen Sie Ihr Suchwort? Future; Society; Zukunft; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Wirtschaftsentwicklung; Klima; Social problem; Soziales Problem; Goal definition; Zielsetzung; Natural Ressource; Natürliche Ressource; Biodiversität; Wandel; Conservation; Environment; Konservierung; Bewahung; Umwelt; Non-traditional education; Alternative Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Ökologie; Documentary film; Documentary films; Dokumentarfilm
Abstract	Building on the Millennium Development Goals, Education for Sustainable Development (ESD) and Education for Sustainable Development Goals (ESDG) were established. Despite the willingness of many educational institutions worldwide to embrace the SDGs, given escalating sustainability challenges, this article questions whether ESDG is desirable as "an education for the future". Many challenges outlined by the SDGs are supposed to be solved by "inclusive" or "sustainable" economic growth, assuming that economic growth can be conveniently decoupled from resource consumption. Yet, the current hegemony of the sustainability-through-growth paradigm has actually increased inequalities and pressure on natural resources, exacerbating biodiversity loss, climate change and resulting social tensions. With unreflective support for growth, far from challenging the status quo, the SDGs and consequently, the ESDGs, condone continuing environmental exploitation, depriving millions of species of their right to flourish, and impoverishing future generations. This article creates greater awareness of the paradoxes of sustainable development and encourages teaching "for" sustainability through various examples of alternative education that emphasizes planetary ethic and degrowth. The alternatives include Indigenous learning, ecopedagogy, ecocentric education, education for steady-state and circular economy, empowerment and liberation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01