Conceptualizing Education for Sustainable Development in Urban Secondary Schools

Autor/inn/en	Saphia Zenasni; Tom Emile Kuppens; Joost Vaesen; Jill Surmont; Iris Stiers
Titel	Conceptualizing Education for Sustainable Development in Urban Secondary Schools
Quelle	In: Education and Urban Society, 56 (2024) 8, S. 976-1001Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saphia Zenasni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245241238001
Schlagwörter	Sustainable Development; Urban Schools; Intercultural Communication; Cultural Pluralism; Interpersonal Competence; Sustainability; Secondary School Students; Culturally Relevant Education; Secondary School Teachers; Teaching Methods; Transformative Learning; Self Management; School Culture; Diversity; Holistic Approach; Journal Articles + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Interkulturelle Kommunikation; Kulturpluralismus; Interpersonale Kompetenz; Nachhaltigkeit; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Transformation; Selbstmanagement; Schulkultur; Schulleben; Holistischer Ansatz; Journal article; Zeitschriftenaufsatz
Abstract	This conceptual paper explores the characteristics of education for sustainable development (ESD) within urban secondary schools. Despite the discourse about the importance of sustainability, there has been a lack of research on this topic. The authors employed theory synthesis, which resulted in a concept for Education for Sustainable Development in Urban Contexts (ESDUC). This presents a comprehensive view on the interconnected characteristics that facilitate the successful implementation of ESD in urban secondary schools, (1) developing sustainability competences among both students and teachers, encompassing intercultural competences for teachers and self-regulating skills for students, (2) utilizing teaching methods that are both transformative and culturally responsive, (3) engaging the wider community in the educational process, and (4) shifting the school culture toward embracing diversity and adopting a whole-school approach. This study is valuable for researchers and urban secondary schools seeking to effectively integrate ESD into their educational framework. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/04