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http://hdl.handle.net/10138/336682

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Veintie , T & Hohenthal , J 2021 , Education . in C P Krieg & R Toivanen (eds) , Situating Sustainability : A Handbook of Contexts and Concepts . Helsinki University Press , Helsinki , pp. 63-77 . https://doi.org/10.33134/HUP-14

Titel: Education
Författare: Veintie, Tuija; Hohenthal, Johanna
Medarbetare: Krieg, C. Parker
Toivanen, Reetta
Upphovmannens organisation: Helsinki Institute of Sustainability Science (HELSUS)
Helsinki Inequality Initiative (INEQ)
Global Development Studies
Utgivare: Helsinki University Press
Datum: 2021-11-22
Språk: eng
Sidantal: 15
Tillhör serie: Situating Sustainability
ISBN: 978-952-369-050-9
978-952-369-051-6
DOI: https://doi.org/10.33134/HUP-14
Permanenta länken (URI): http://hdl.handle.net/10138/336682
Abstrakt: The Sustainable Development Goal on quality education aims to ensure that everyone learns the knowledge and skills necessary for promoting sustainable development and lifestyles, and global citizenship (UN 2015). This chapter begins with an introduction to Education for Sustainable Development (ESD), Global Citizenship Education (GCED), and Education for Sustainability (EfS). The chapter then discusses how sustainability is framed locally within national educational policies in two different contexts. First, it examines the buen vivir (good living) principle in the context of Intercultural Bilingual Education in the Latin American plurinational, pluricultural, and multiethnic state of Ecuador. Second, it discusses how global issues and sustainability are included in the national curriculum in the Northern European welfare state of Finland. Based on these two examples, the article claims that both in Ecuador and in Finland, education is seen as a vehicle for social transformation toward more sustainable futures while the understanding of sustainability is shaped rather differently in these two contexts. Moreover, both cases exemplify the need for more critical perspectives toward global inequalities and power relations within education to foster alternative development paths.
Subject: 1172 Environmental sciences
516 Educational sciences
Referentgranskad: Ja
Licens: cc_by_nc
Användningsbegränsning: openAccess
Parallelpublicerad version: publishedVersion


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