From Global Citizenship to Anthropocene Denizenship
The Challenge to Education for Sustainable Development
Bibliographic Data
| ID | 12905955 |
|---|---|
| Authors | Ignasi Ribó (0000-0001-7821-316X, Mae Fah Luang University, corresponding author) |
| Year | 2023 |
| Volume | 65 |
| Issue | 1 |
| Pages | 75-92 |
| Publication date | 2023-06-12 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Critical Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 1750-8487 • E-ISSN: 1750-8495 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17508487.2023.2222762 |
| OpenAlex | W4380358556 |
| Language | EN |
| Citations received | 7 |
| References cited | 81 |
This article connects instrumental, emancipatory, and critical approaches to Education for Sustainable Development (ESD) with the different cultural responses or grand narratives of the Anthropocene: eco-modernist, eco-catastrophist, and eco-socialist. The tensions between these different approaches are explained by ESD’s reliance on the ideals of citizenship and the global, which are also at the heart of the Global Citizenship Education (GCE) curriculum. It is argued that the Anthropocene puts into question both ideals, by forcing us to recognise that humans and nonhumans are denizens with limited rights and expanded obligations, all interconnected with each other through the multiple and complex relations of living-together or cohabitation. In this context, ESD needs to move beyond the humanist and liberal ideal of education as a way to form active and engaged citizens able to deal with the global environmental crisis and pursue instead a posthumanist curriculum for Anthropocene Denizenship Education. This proposal aims to overcome anthropocentric pedagogies and encourage learners to develop an embodied, affective, experienced, relational sense of becoming-together with other co-inhabitants of the Earth by cultivating vulner-abilities, attend-abilities, and response-abilities
Anthropocene · Anthropocentrism · Citizenship · Citizenship education · Context (archaeology · Curriculum · Education for sustainable development · Embodied cognition · Environmental ethics · Epistemology · Global citizenship · Global Citizenship Education · Humanism · Pedagogy · Political science · Politics · Social science · Sociology · Sustainable development · Environmental Education and Sustainability · Environmental Philosophy and Ethics · Law · Religion, Ecology, and Ethics
Students’ Leadership Is the Key
Ireland’s ESD to 2030
On global citizenship education in a new conjuncture
Education for sustainability and physical education
Local awareness, extracurricular activities, and youth identity
Developing more-than-human sustain-abilities in the ecocritical classroom
Geo-philosophising the Anthropocene curriculum
Posthumanism and Higher Education
Romancing or Re-configuring Nature in the Anthropocene? Towards Common Worlding Pedagogies
Citizenship and the Environment
The Anthropocene and the Global Environmental Crisis
The Anthropogenic Greenhouse Era Began Thousands of Years Ago
Can we meet the sustainability challenges? The role of education and lifelong learning
The Anthropocene is functionally and stratigraphically distinct from the Holocene
Planetary boundaries
Geology of mankind
A safe operating space for humanity
Pedagogies of mattering
Learning for life
Education for the future? Critical evaluation of education for sustainable development goals
Decentring the Human in Multispecies Ethnographies
Pedagogical Matters
Animal Oppression and Capitalism
The World System and the Earth System
Risk Society
Reconfiguring the Natures of Childhood
Cultivating Humanity
Reassembling the Social
Beyond Nature and Culture
The task of education as we confront the potential for social and ecological collapse
A discourse-analytical perspective on sustainability assessment
An ideology critique of global citizenship education
Education and climate change
Indigenous Struggles, Environmental Justice, and Community Capabilities
The global dimension in education and education for global citizenship
Beyond stewardship
Governing ‘eco-certified children’ through pastoral power
Neoliberalism and education
The ‘Environmentalism of the Poor’ revisited
A meta-review of typologies of global citizenship education
Green Citizenship
What is social sustainability? A clarification of concepts
Saving squawk? Animal and human entanglement at the edge of the lagoon
Ordinary affect and its powers
We Have Never Been Modern
When did the Anthropocene begin? A mid-twentieth century boundary level is stratigraphically optimal
Semiotic alignment
The five dimensions of sustainability
The geology of mankind? A critique of the Anthropocene narrative
Climate change through the lens of intersectionality
We are all denizens now
Globalisation, Cosmopolitanism and the Environment
Poetics of Cohabitation
Is 'the posthuman' educable? On the convergence of educational philosophy, animal studies, and posthumanist theory
Politics of Nature
A Political Ecology of Education in/for the Anthropocene
Staying With the Trouble
Climate and Capital
The Climate of History
| Unique citing works | 7 |
|---|---|
| Citations per year | 3,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |