Sustainability 2013, 5(9), 3771-3782; doi:10.3390/su5093771
Article

Unfolding Education for Sustainable Development as Didactic Thinking and Practice

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Received: 30 July 2013; Accepted: 26 August 2013 / Published: 4 September 2013
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract: This article’s primary objective is to unfold how teachers translate education for sustainable development (ESD) in a school context. The article argues that exploring tensions, ruptures and openings apparent in this meeting is crucial for the development of existing teaching practices in relation to ESD. The article draws on doctoral research involving interviews with researchers and teachers who have collaborated in ESD research and development projects at primary and secondary schools in two different countries, Denmark and Ireland. It is the teachers’ perspectives on the projects which form the analytical foundation; thus, it is the practices as seen from the ‘inside’. Furthermore, ESD practices are considered in a broader societal perspective, pointing to the critical power of the practice lens.
Keywords: education for sustainable development; teaching practices
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MDPI and ACS Style

Madsen, K.D. Unfolding Education for Sustainable Development as Didactic Thinking and Practice. Sustainability 2013, 5, 3771-3782.

AMA Style

Madsen KD. Unfolding Education for Sustainable Development as Didactic Thinking and Practice. Sustainability. 2013; 5(9):3771-3782.

Chicago/Turabian Style

Madsen, Katrine D. 2013. "Unfolding Education for Sustainable Development as Didactic Thinking and Practice." Sustainability 5, no. 9: 3771-3782.

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