Education

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dc.contributor.author Veintie, Tuija
dc.contributor.author Hohenthal, Johanna
dc.contributor.editor Krieg, C. Parker
dc.contributor.editor Toivanen, Reetta
dc.date.accessioned 2021-11-24T08:34:03Z
dc.date.available 2021-11-24T08:34:03Z
dc.date.issued 2021-11-22
dc.identifier.citation 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
dc.identifier.other PURE: 170547977
dc.identifier.other PURE UUID: 0441d168-868d-4a50-b1d0-caed25086077
dc.identifier.other ORCID: /0000-0001-6048-2097/work/103725502
dc.identifier.other ORCID: /0000-0002-5191-6399/work/103727002
dc.identifier.uri http://hdl.handle.net/10138/336682
dc.description.abstract 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. fi
dc.format.extent 15
dc.language.iso eng
dc.publisher Helsinki University Press
dc.relation.ispartof Situating Sustainability
dc.relation.isversionof 978-952-369-050-9
dc.relation.isversionof 978-952-369-051-6
dc.rights cc_by_nc
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 1172 Environmental sciences
dc.subject 516 Educational sciences
dc.title Education en
dc.type Chapter
dc.contributor.organization Helsinki Institute of Sustainability Science (HELSUS)
dc.contributor.organization Helsinki Inequality Initiative (INEQ)
dc.contributor.organization Global Development Studies
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.33134/HUP-14
dc.rights.accesslevel openAccess
dc.type.version publishedVersion

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