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Unfolding Education for Sustainable Development as Didactic Thinking and Practice

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  • Katrine Dahl Madsen

    (Department of Education, Aarhus University, Tuborgvej 164, Copenhagen NV 2400, Denmark)

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.

Suggested Citation

  • Katrine Dahl Madsen, 2013. "Unfolding Education for Sustainable Development as Didactic Thinking and Practice," Sustainability, MDPI, vol. 5(9), pages 1-12, September.
    • Handle: RePEc:gam:jsusta:v:5:y:2013:i:9:p:3771-3782:d:28548
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    Citations

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    Cited by:

    1. Dr. Shabnam Razaq & Dr. Shehla Sheikh & Aliya Murad & Syed Waqas Ali Shah, 2023. "Assessing the Efficiency of Sustainability Education Programs in Schools," Journal of Policy Research (JPR), Research Foundation for Humanity (RFH), vol. 9(2), pages 602-609.
    2. Mary Moore & Paul O’ Leary & Derek Sinnott & Jane Russell O’ Connor, 2019. "Extending communities of practice: a partnership model for sustainable schools," Environment, Development and Sustainability: A Multidisciplinary Approach to the Theory and Practice of Sustainable Development, Springer, vol. 21(4), pages 1745-1762, August.
    3. Ana Nikezić & Dragan Marković, 2015. "Place-Based Education in the Architectural Design Studio: Agrarian Landscape as a Resource for Sustainable Urban Lifestyle," Sustainability, MDPI, vol. 7(7), pages 1-23, July.
    4. Audrey L. Schroer & Heili E. Lowman & Craig L. Just, 2015. "Educating the Aware, Informed and Action-Oriented Sustainable Citizen," Sustainability, MDPI, vol. 7(2), pages 1-15, February.
    5. Nina Kolleck & Helge Jörgens & Mareike Well, 2017. "Levels of Governance in Policy Innovation Cycles in Community Education: The Cases of Education for Sustainable Development and Climate Change Education," Sustainability, MDPI, vol. 9(11), pages 1-16, October.
    6. Anna Mogren & Niklas Gericke, 2019. "School Leaders’ Experiences of Implementing Education for Sustainable Development—Anchoring the Transformative Perspective," Sustainability, MDPI, vol. 11(12), pages 1-21, June.
    7. Louise Sund & Karen Pashby, 2018. "‘Is It That We Do Not Want Them to Have Washing Machines?’: Ethical Global Issues Pedagogy in Swedish Classrooms," Sustainability, MDPI, vol. 10(10), pages 1-13, October.
    8. Adeyinka Olumuyiwa Osunwusi, 2020. "The Nigerian Education Milieu in the SDG Era: The Roles, Values, Challenges and Prospects of ODL and Lifelong Learning," International Journal of Learning and Development, Macrothink Institute, vol. 10(1), pages 140-158, March.
    9. Katrine Dahl Madsen & Lone Lindegaard Nordin & Venka Simovska, 2016. "Supporting Structures for Education for Sustainable Development and School-based Health Promotion," Journal of Education for Sustainable Development, , vol. 10(2), pages 274-288, September.
    10. Marija Maruna, 2019. "Toward the Integration of SDGs in Higher Planning Education: Insights from Integrated Urbanism Study Program in Belgrade," Sustainability, MDPI, vol. 11(17), pages 1-17, August.

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