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Runaway Climate Change as Challenge to the ‘Closing Circle’ of Education for Sustainable Development

Runaway Climate Change as Challenge to the ‘Closing Circle’ of Education for Sustainable Development Education for sustainable development (ESD) is the latest and thickest manifestation of the ‘closing circle’ of policy-driven environmental education. Characterised by definitional haziness, a tendency to blur rather than lay bare inconsistencies and incompatibilities, and a cozy but ill-considered association with the globalisation agenda, the field has allowed the neoliberal marketplace worldview into the circle so that mainstream education for sustainable development tacitly embraces economic growth and an instrumentalist and managerial view of nature that goes hand in glove with an emphasis on the technical and the tangible rather than the axiological and intangible. Runaway climate change is imminent but there is widespread climate change denial, including within mainstream ESD. A transformative educational agenda in response to climate change is offered here. Recent calls for the integration of climate change education (CCE) within mainstream education for sustainable development should be resisted unless the field breaks free of the ‘closing circle’. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Education for Sustainable Development SAGE

Runaway Climate Change as Challenge to the ‘Closing Circle’ of Education for Sustainable Development

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References (52)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0973-4082
eISSN
0973-4074
DOI
10.1177/097340820900400111
Publisher site
See Article on Publisher Site

Abstract

Education for sustainable development (ESD) is the latest and thickest manifestation of the ‘closing circle’ of policy-driven environmental education. Characterised by definitional haziness, a tendency to blur rather than lay bare inconsistencies and incompatibilities, and a cozy but ill-considered association with the globalisation agenda, the field has allowed the neoliberal marketplace worldview into the circle so that mainstream education for sustainable development tacitly embraces economic growth and an instrumentalist and managerial view of nature that goes hand in glove with an emphasis on the technical and the tangible rather than the axiological and intangible. Runaway climate change is imminent but there is widespread climate change denial, including within mainstream ESD. A transformative educational agenda in response to climate change is offered here. Recent calls for the integration of climate change education (CCE) within mainstream education for sustainable development should be resisted unless the field breaks free of the ‘closing circle’.

Journal

Journal of Education for Sustainable DevelopmentSAGE

Published: Mar 1, 2010

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