Kaj transformirati? Izobraževanje odraslih, trajnostni razvoj in okoljska gibanja

Borut Mikulec

doi:10.4312/as/9922

Avtorji

Borut Mikulec Univerza v Ljubljani, Filozofska fakulteta

DOI:

https://doi.org/10.4312/as/9922

Ključne besede:

okoljsko izobraževanje, trajnostno izobraževanje, izobraževanje za trajnostni razvoj

Povzetek

V tokratni tematski številki Andragoških spoznanj, ki zajema šest tematskih člankov, avtorice in avtorji razmišljajo o izzivih trajnostnega razvoja, okoljskega in trajnostnega izobraževanja, okoljskih gibanjih, transformaciji in izobraževanju odraslih z vidika različnih teoretskih perspektiv in metodoloških pristopov.

Metrike

Nalaganej metrik....

Prenosi

Podatki o prenosih še niso na voljo.

Literatura

Benavot, A. (2017). Education for people, prosperity and planet: Can we meet the sustainability challenges? European Journal of Education, 52(4), 399–403. DOI: https://doi.org/10.1111/ejed.12248

Boeren, E. (2019). Understanding Sustainable Development Goal (SDG) 4 on “quality education” from micro, meso and macro perspectives. International Review of Education, 65(2), 277–294. DOI: https://doi.org/10.1007/s11159-019-09772-7

Burns, H. (2018). Thematic Analysis: Transformative Sustainability Education. Journal of Transformative Education, 16(4), 277–279. DOI: https://doi.org/10.1177/1541344618796996

Burt, J. (2019). Research for the People, by the People: The Political Practice of Cognitive Justice and Transformative Learning in Environmental Social Movements. Sustainability, 11(20), 1–21. DOI: https://doi.org/10.3390/su11205611

Clarke, L., & Lipsig-Mummé, C. (2020). Future conditional: From just transition to radical transformation? European Journal of Industrial Relations, 26(4) 351–366. DOI: https://doi.org/10.1177/0959680120951684

Clover, D. E., Jayme, B. d. O., Hall, B. L., & Follen, S. (2013). The Nature of Transformation. Environmental Adult Education. Sense Publishers. DOI: https://doi.org/10.1007/978-94-6209-146-7

Cordero, E. C., Centeno, D., & Todd, A. M. (2020). The role of climate change education on individual lifetime carbon emissions. PLoS ONE, 15(2), 1–23. DOI: https://doi.org/10.1371/journal.pone.0206266

Decuypere, M., Hoet, H., & Vandenabeele, J. (2019). Learning to Navigate (in) the Anthropocene. Sustainability, 11(2), 547. DOI: https://doi.org/10.3390/su11020547

Dolar, M. (2020, May). Denar ali življenje? Mladina, special issue, 22–27. DOI: https://doi.org/10.1109/MMM.2021.3094084

Elfert, M. (2019). Lifelong learning in Sustainable Development Goal 4: What does it mean for UNESCO’s rights-based approach to adult learning and education? International Review of Education, 65(2), 537–556. DOI: https://doi.org/10.1007/s11159-019-09788-z

European Commission. (2019). The European Green Deal. https://eur-lex.europa.eu/resource.html?uri=cellar:b828d165-1c22-11ea-8c1f-01aa75ed71a1.0015.02/DO C_1&format=PDF

Fleming, T., Kokkos, A., & Finnegan, F. (2019). European Perspectives on Transformation Theory. Palgrave Macmillan. DOI: https://doi.org/10.1007/978-3-030-19159-7

Freire, P. (2005). Pedagogy of the Oppressed. Continuum.

Gadotti, M. (2008). Education for Sustainability: A critical contribution to the Decade of Education for Sustainable Development. Green Theory & Praxis Journal, 4(1), 15–64. DOI: https://doi.org/10.3903/gtp.2008.1.3

Gadotti, M. (2011). Adult education as a human right: The Latin American context and the ecopedagogic perspective. International Review of Education, 75(1–2), 9–25. DOI: https://doi.org/10.1007/s11159-011-9205-0

Gal, A., & Gan, D. (2020). Transformative Sustainability Education in Higher Education: Activating Environmental Understanding and Active Citizenship Among Professional Studies Learners. Journal of Transformative Education, 18(4), 271–292. DOI: https://doi.org/10.1177/1541344620932310

Griswold, W. (2017). Sustainability, Ecojustice, and Adult Education. New Directions for Adult & Continuing Education, 153, 7–15. DOI: https://doi.org/10.1002/ace.20217

Hoggan, C. D. (2016). Transformative Learning as a Metatheory: Definition, Criteria, and Typology. Adult Education Quarterly, 66(1), 57–75. DOI: https://doi.org/10.1177/0741713615611216

Ireland, T. D. (2018). The Relevance of Freire for the Post-2015 International Debate on Development and Education and the Role of Popular Education. In A. Melling, & R. Pilkington (Eds.), Paulo Freire and Transformative Education: Changing Lives and Transforming Communities (pp. 15–28). Palgrave Macmillan. DOI: https://doi.org/10.1057/978-1-137-54250-2_2

Kahn, R. (2010). Critical Pedagogy, Ecoliteracy, & Planetary Crisis: The Ecopedagogy movement. Peter Lang.

Khan, I., Shah, D., & Shah, S. S. (2021). COVID 19 pandemic and its positive impacts on environment: an updated review. International Journal of Environmental Science and Technology, 18(2), 521–530. DOI: https://doi.org/10.1007/s13762-020-03021-3

Komatsu, H., Rappleye, J., & Silova, I. (2020). Will Education Post-2015 Move Us toward Environmental Sustainability? In A. Wulff (Ed.), Grading Goal Four: Tensions, Threats, and Opportunities in the Sustainable Development Goal on Quality Education (pp. 297–321). Brill. DOI: https://doi.org/10.1163/9789004430365_014

Lange, E. (2018). Transformative Sustainability Education: From Sustainababble to a Civilization Leap. In M. Milana, S. Webb, J. Holford, R. Waller, & P. Jarvis (Eds.), The Palgrave International Handbook on Adult and Lifelong Education and Learning (pp. 397–420). Palgrave Macmillan. DOI: https://doi.org/10.1057/978-1-137-55783-4_21

Lange, E. (2019). Transformative Learning for Sustainability. In W. Leal Filho (Ed.), Encyclopedia of Sustainability in Higher Education. Springer. DOI: https://doi.org/10.1007/978-3-030-11352-0_104

Lemmetty, S., & Collin, K. (2020). Throwaway knowledge, useful skills or a source for wellbeing? Outlining sustainability of workplace learning situations. International Journal of Lifelong Education, 39(5–6), 478–494. DOI: https://doi.org/10.1080/02601370.2020.1804004

Liegey, V., & Nelson, A. (2020). Exploring Degrowth: A Critical Guide. Pluto Press. DOI: https://doi.org/10.2307/j.ctv15d81qc

Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.

Mikulec, B. (2018). Normative presumptions of the European Union’s adult education policy. Studies in the education of adults, 50(2), 133–151. DOI: https://doi.org/10.1080/02660830.2018.1522942

Misiaszek, G. (2012). Transformative Environmental Education Within Social Justice Models: Lessons from Comparing Adult Ecopedagogy Within North and South America. In D. N. Aspin, J. Chapman, K. Evans, & R. Bagnall (Eds.), Second International Handbook of Lifelong Learning (pp. 423–440). Springer. DOI: https://doi.org/10.1007/978-94-007-2360-3_26

Misiaszek, G. (2016). Ecopedagogy as an element of citizenship education: The dialectic of global/local spheres of citizenship and critical environmental pedagogies. International Review of Education, 62(5), 587–607. DOI: https://doi.org/10.1007/s11159-016-9587-0

Moyer, J. M., & Sinclair, A. J. (2020). Learning for Sustainability: Considering Pathways to Transformation. Adult Education Quarterly, 70(4), 340–359. DOI: https://doi.org/10.1177/0741713620912219

Ollis, T. A. (2020). Adult learning and circumstantial activism in the coal seam gas protests: Informal and incidental learning in an environmental justice movement. Studies in the Education of Adults, 52(2), 215–231. DOI: https://doi.org/10.1080/02660830.2020.1750828

Orlović Lovren, V., & Popović, K. (2018). Lifelong Learning for Sustainable Development—Is Adult Education Left Behind? In W. Leal Filho, M. Mifsud in P. Pace (Eds.), Handbook of Lifelong Learning for Sustainable Development (pp. 1–18). Springer. DOI: https://doi.org/10.1007/978-3-319-63534-7_1

Plut, D. (10. 8. 2019). Odrast - ekosistemski odgovor na okoljsko-podnebno krizo. Sobotna priloga Dela, 20–22.

Reid, A. (2019). Climate change education and research: possibilities and potentials versus problems and perils? Environmental Education Research, 25(6), 767–790. DOI: https://doi.org/10.1080/13504622.2019.1664075

Rupani, P. F., Nilashi, M., Abumalloh, R. A., Asadi, S., Samad, S., & Wang, S. (2020). Coronavirus pandemic (COVID 19) and its natural environmental impacts. International Journal of Environmental Science and Technology, 17(11), 4655–4666. DOI: https://doi.org/10.1007/s13762-020-02910-x

Schreiber Barsch, S., & Mauch, W. (2019). Adult learning and education as a response to global challenges: Fostering agents of social transformation and sustainability. International Review of Education, 65(4), 515–536. DOI: https://doi.org/10.1007/s11159-019-09781-6

Seddon, T. (2016). Sustainable development and social learning: Re-contextualising the space of orientation. International Review of Education, 62(5), 563–586. DOI: https://doi.org/10.1007/s11159-016-9592-3

UN. (2016). Paris Agreement. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:22016A1019(01)&from=EN

UN Environment. (2019). Global Environment Outlook – GEO-6: Healthy Planet, Healthy People. Cambridge University Press. DOI: https://doi.org/10.1017/9781108627146

Wals, A. E. J., & Benavot, A. (2017). Can we meet the sustainability challenges? The role of education and lifelong learning. European Journal of Education, 52(4), 404–413. DOI: https://doi.org/10.1111/ejed.12250

Wals, A. E. J., Mochizuki, Y., & Leicht, A. (2017). Critical case-studies of non-formal and community learning for sustainable development. International Review of Education, 63(6), 783–792. DOI: https://doi.org/10.1007/s11159-017-9691-9

Walters, S. (2018). ‘The drought is my teacher’: Adult learning and education in times of climate crisis. Journal of Vocational, Adult and Continuing Education and Training, 1(1), 146–162. DOI: https://doi.org/10.14426/jovacet.v1i1.18

Walters, S., & von Kotze, A. (2019). “If you can’t measure it, it doesn’t exist”? Popular education in the shadows of global reporting on adult learning and education. Studies in the Education of Adults, 51(1), 3–14. DOI: https://doi.org/10.1080/02660830.2018.1522052

Wulff, A. (2020). Introduction: Bringing out the Tensions, Challenges, and Opportunities within Sustainable Development Goal 4. In A. Wulff (Ed.), Grading Goal Four: Tensions, Threats, and Opportunities in the Sustainable Development Goal on Quality Education (pp. 1–27). Brill. DOI: https://doi.org/10.1163/9789004430365_001

Zaval, L., & Cornwell, J. F. M. (2017). Effective education and communication strategies to promote environmental engagement. European Journal of Education, 52(4), 477–486. DOI: https://doi.org/10.1111/ejed.12252

Živčič, L. (2015). Odgovor na družbene, ekonomske in okoljske meje rasti: predstavitev koncepta odrast (degrowth) ter njegova raba v praksi. Časopis za kritiko znanosti, 43(262), 151–168.