Neoliberalism and justice in education for sustainable development
A Call for Inclusive Pluralism
Bibliographic Data
| ID | 5789964 |
|---|---|
| Authors | H Kopnina (0000-0001-7617-2288, Leiden University, corresponding author), Brett Cherniak |
| Year | 2016 |
| Volume | 22 |
| Issue | 6 |
| Pages | 827-841 |
| Publication date | 2016-03-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Environmental Education Research (JOURNAL) |
| Journal identifiers | ISSN: 1350-4622 • E-ISSN: 1469-5871 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13504622.2016.1149550 |
| OpenAlex | W2311251096 |
| Language | EN |
| Citations received | 26 |
| References cited | 64 |
Commonly conceived, sustainable development is concerned with social and economic equity and maintenance of ecological stability for future generations. The Brundtland Report addresses the ethical principles of intragenerational and intergenerational equity as fundamental pillars of sustainable development. This equity is often defined in economic terms, involving fair distribution of natural resources, and in practice dependent on the workings of a neoliberal market economy. Simultaneously, it is assumed that democratic learning enables students to be critically rational and ethical agents able to make informed choices in regard to sustainability challenges. This article questions whether the benefits of sustainable development should be meant for humans only, and whether concern for environmental sustainability should be limited to the environment's ability to accommodate social and economic equity. It is argued that the dominant form of pluralism employed within education is essentially anthropocentric, prioritizing social justice over interests of more-than-humans. This article will argue for a bolder move in the direction of inclusive pluralism through eco-representation and reinstatement of education for nature
Anthropocentrism · Deliberative democracy · Equity · Intergenerational equity · Neoliberalism (international relations · Pluralism · Social justice · Critical and Liberation Pedagogy · Environmental Education and Sustainability · Sustainability in Higher Education
Learning by Doing
In Search of Transformative Learning for Sustainable Development
Ecocentric Education
In Search of Eco-Democracy
Rewilding the Critical-Constructive Bildung Tradition with Nature as Co-Teacher
Bringing to Life the Qualities of a Meaningful Transformative Education
Towards posthuman climate change education
Education for the future? Critical evaluation of education for sustainable development goals
Development and validation of a questionnaire on teachers’ instructional beliefs and practices in education for sustainable development
Pluralistic environmental and sustainability education – a scholarly review
Curricular Practices Towards Sustainability and a Transformative Pedagogy
Accepting or Challenging the Given? Critical Perspectives on Whole-class Readings of Texts in Social Studies
Human-material relationships in environmental and sustainability education – an empirical study of a school embroidery project
Higher education for sustainable development in Flanders
Beyond anthropocentrism
Teaching Sustainable Development Goals in The Netherlands
A systematic review of self-assessment scales on action competence in environmental and sustainability education
What’s the matter in education for sustainable development? How sustainability stories make matter matter as issues or problems
Facilitating democratic processes for sustainability
Teaching high school chemistry through education for sustainability
Party for Animals
The intersection of environmental and sustainability education, and character education
Being bird and sensory learning activities
The Feasibility of Integrating Insights From Character Education and Sustainability Education – A Delphi Study
Navigating shallow waters
Beyond multispecies ethnography
The Economy of the Earth
Loving Nature
Deliberative Democracy and the Environment
“Sustainability” in higher education
Environmental Pragmatism
Whose Justice? Which Rationality?
The Shallow and the Deep, Long-Range Ecology Movement
Earth Democracy
The shallow and the deep, long‐range ecology movement. A summary∗
Dark Green Religion
The Tributaries of Radical Environmentalism
Unsettling anthropocentrism
Evaluating education for sustainable development (ESD)
An environmental ethical conceptual framework for research on sustainability and environmental education
Learning as democratic action and communication
Education for strategic environmental behavior
Learning from sustainable development
Remarkable‐tracking, experiential education of the ecological imagination
Between knowing what is right and knowing that is it wrong to tell others what is right
Globalisation and education for sustainable development
Pluralism and criticism in environmental education and education for sustainable development
Normalizing catastrophe
Facing global sustainability issues
Moral spaces, the struggle for an intergenerational environmental ethics and the social ecology of families
Educational potentials of encounters with nature
Addressing climate change democratically. Multi‐level governance, transnational networks and governmental structures
Neoliberalism and education
Subjects of choice and lifelong learning
Linking Sexism and Speciesism
A Pragmatic Reconsideration of Anthropocentrism
Environmental Ethics and Weak Anthropocentrism
Before Environmental Ethics
Should Trees Have Standing? Toward Legal Rights for Natural Objects
What Kind of Citizen? The Politics of Educating for Democracy
Toward Authentic Participation
Animal Liberation
Green state/democratic state
The teacher's soul and the terrors of performativity
Education for sustainable development (ESD)
The Postmodern Condition
Our common future
| Unique citing works | 26 |
|---|---|
| Citations per year | 2,89 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 26 |