A Critical Analysis of Sustainability Education in Schooling's Bureaucracy: Barriers and Small Openings in Teacher Education

Autor/in	Greenwood, David
Titel	A Critical Analysis of Sustainability Education in Schooling's Bureaucracy: Barriers and Small Openings in Teacher Education
Quelle	In: Teacher Education Quarterly, 37 (2010) 4, S.139-154 (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Environmental Education; Educational Change; Administrative Organization; Accreditation (Institutions); State Standards; Personal Narratives; Sociocultural Patterns; Teacher Education Programs; Social Justice; Sustainable Development; Role of Education; Educational Philosophy; Educational Principles; Critical Theory; Educational Environment; Politics of Education; Barriers; Teacher Educators; Teacher Education Curriculum; Schools of Education; Educational Policy; Organizational Climate; Washington + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Bildungsreform; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Erlebniserzählung; Soziokulturelle Theorie; Soziale Gerechtigkeit; Nachhaltige Entwicklung; Bildungsauftrag; Bildungsphilosophie; Erziehungsphilosophie; Bildungsprinzip; Kritische Theorie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational policy; Bildungspolitik; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Erziehungswissenschaftliche Fakultät; Politics of education; Organisationsklima
Abstract	In this article, the author reflects on his last 15 years of experience as an environmental education researcher and teacher education faculty member. Through the personal reflections of narrative inquiry, he observes and interprets the changes he has witnessed and participated in at the state, university, college, and department level, and also on the bureaucratic forces that make more sweeping change unlikely in the short term. Although the changes he discusses have not fundamentally transformed what he considers to be an educational system that reproduces unsustainable cultural patterns, they may offer insight into the process of change and the possibilities for creating counter-spaces within the educational establishment where education for sustainability might take root. (Contains 2 figures.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10