A Comparative Perspective on Citizenship and Sustainability Education in Armenia, Germany, Iran and Tanzania

Julia Hufnagl; Joseph Badokufa Bulugu; Hamed Ghaderinezhad; Heribert Hinzen; Balázs  Németh; Emma Yarazyan

doi:10.4312/as/19899

Avtorji

Julia Hufnagl University of Bamberg
Joseph Badokufa Bulugu St. Augustine University of Tanzania
Hamed Ghaderinezhad student, Faculty of Humanities and Social Sciences, University of Pécs
Heribert Hinzen Institute for Human Development and Cultural Studies, Faculty of Humanities, University of Pécs
Balázs Németh Institute for Human Development and Cultural Studies, Faculty of Humanities, University of Pécs
Emma Yarazyan DVV International

DOI:

https://doi.org/10.4312/as/19899

Ključne besede:

učenje in izobraževanje odraslih, primerjalno izobraževanje, izobraževanje za trajnostni razvoj, izobraževanje za globalno državljanstvo

Povzetek

Cilj članka je odgovoriti, kako ponudniki, programi, udeleženci in lokacije igrajo ključno vlogo v izobraževanju za trajnostni razvoj in izobraževanju za globalno državljanstvo v Armeniji, Nemčiji, Iranu in Tanzaniji. V ta namen je bil uporabljen primerjalni mednarodni pristop, ki obsega štiri kategorije: (1) ponudnike, (2) programe, (3) udeležence in (4) lokacije. Izobraževanje za trajnostni razvoj in izobraževanje za globalno državljanstvo sta transformativna izobraževalna modela, ki ju poudarja cilj 4.7 trajnostnega razvoja. Obe vrsti izobraževanja sta usmerjeni v opremljanje posameznika z znanjem in vrednotami, ki jih potrebujemo pri reševanju globalnih izzivov, kot so družbene neenakosti in degradacija okolja. Po ugotovitvah raziskave proučevane kategorije tako individualno kot kolektivno kažejo na prisotnost specifičnih izbir in omejitev v okviru dejavnosti učenja odraslih, povezanih z izobraževanjem za trajnostni razvoj in izobraževanjem za globalno državljanstvo, na katere so pomembno vplivale pobude na globalni in makro ravni ter lokalne in regionalne razmere.

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