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Searching for the political dimension in education for sustainable development: socially critical, social learning and radical democratic approaches

Searching for the political dimension in education for sustainable development: socially... AbstractBy means of a narrative research synthesis, the aim of this article is to explore how the political dimension can or should be staged as a teaching and learning content in education for sustainable development (ESD). The study is limited to research literature dealing with the political dimension in relation to the phenomenon of conflict. Three approaches to the topic are identified: a socially critical approach (SCA), a social learning approach (SLA) and a radical democratic approach (RDA). Notably, SCA and SLA are already established in the research field, whereas RDA is a result of our synthesis. The scope of the synthesis is limited to these three approaches. We follow up the narrative research synthesis by comparing the three approaches to discern how the political dimension emerges as an educational content by using conflict as part of the teaching and learning activities. The main results are that all three approaches tend to downplay the political and produce political sameness. The article ends by suggesting possible directions for further research that would fruitfully translate the idea of the political dimension into educational settings and enrich the political dimension as a concept in ESD in both practice and research. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Environmental Education Research Taylor & Francis

Searching for the political dimension in education for sustainable development: socially critical, social learning and radical democratic approaches

Searching for the political dimension in education for sustainable development: socially critical, social learning and radical democratic approaches

Environmental Education Research , Volume 25 (1): 27 – Jan 2, 2019

Abstract

AbstractBy means of a narrative research synthesis, the aim of this article is to explore how the political dimension can or should be staged as a teaching and learning content in education for sustainable development (ESD). The study is limited to research literature dealing with the political dimension in relation to the phenomenon of conflict. Three approaches to the topic are identified: a socially critical approach (SCA), a social learning approach (SLA) and a radical democratic approach (RDA). Notably, SCA and SLA are already established in the research field, whereas RDA is a result of our synthesis. The scope of the synthesis is limited to these three approaches. We follow up the narrative research synthesis by comparing the three approaches to discern how the political dimension emerges as an educational content by using conflict as part of the teaching and learning activities. The main results are that all three approaches tend to downplay the political and produce political sameness. The article ends by suggesting possible directions for further research that would fruitfully translate the idea of the political dimension into educational settings and enrich the political dimension as a concept in ESD in both practice and research.

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References (171)

Publisher
Taylor & Francis
Copyright
© 2017 Informa UK Limited, trading as Taylor & Francis Group
ISSN
1469-5871
eISSN
1350-4622
DOI
10.1080/13504622.2017.1408056
Publisher site
See Article on Publisher Site

Abstract

AbstractBy means of a narrative research synthesis, the aim of this article is to explore how the political dimension can or should be staged as a teaching and learning content in education for sustainable development (ESD). The study is limited to research literature dealing with the political dimension in relation to the phenomenon of conflict. Three approaches to the topic are identified: a socially critical approach (SCA), a social learning approach (SLA) and a radical democratic approach (RDA). Notably, SCA and SLA are already established in the research field, whereas RDA is a result of our synthesis. The scope of the synthesis is limited to these three approaches. We follow up the narrative research synthesis by comparing the three approaches to discern how the political dimension emerges as an educational content by using conflict as part of the teaching and learning activities. The main results are that all three approaches tend to downplay the political and produce political sameness. The article ends by suggesting possible directions for further research that would fruitfully translate the idea of the political dimension into educational settings and enrich the political dimension as a concept in ESD in both practice and research.

Journal

Environmental Education ResearchTaylor & Francis

Published: Jan 2, 2019

Keywords: Sustainable development; political dimension; conflict; knowledge overview

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