30 SES 12 B, Scaling ESD: Inclusion and exclusion when introducing ESD activities in diverse contexts Part 1
Symposium to be continued in 30 SES 13
In the period following the UN Decade of Education for Sustainable Devel-opment the discourse of global ESD policy has turned to ‘scaling-up’ as a crucial component of putting policy into practices/implementation (i.e. UNESCO 2014a; 2014b; 2014c). Meanwhile, interest in ‘scaling’ under-stood as incentives to spread, grow and introduce educational activities that are considered successful or efficient is not new. The attempt of finding straight causal relationships between an educational activity and learning outcomes, exemplified by the interest in ‘best practices’ and ‘good exam-ples’, risk cutting theoretical considerations out of practice leading to imita-tion of what is perceived as successful (Pring, 2000: Spector 2015). In this paper, we aim to contribute with the aforementioned theoretical considera-tions by presenting a view of scaling ESD-activities as a learning process. This conceptualisation of scaling-ESD-activities-as-learning draws on trans-actional learning theory based on John Dewey’s writings (Dewey 1938; Dewey and Bentley 1949). The paper is the result of collaboratively con-structed data constructed in three workshops in Sweden, Southern Africa and Ecuador. This scaling data is analysed through a participatory research approach involving an abductive analytical method. This research approach, which is also a reflective workshop tool, Re-Solve, centres on collaborative knowledge creation with participants in context about the opportunities and challenges of scaling ESD-activities. Re-Solve was designed to both enhance both theoretically and experientially grounded scaling of ESD activities, and, to construct data on scaling of ESD In this paper, we present a conceptual framework of scaling as a learning process which enables fruitful ways of dealing with (a) complex sustainabil-ity challenges (b) ethical aspects, (c) a more attentive and strict approach to scaling in ESD policy and (d) addressing questions of significant importance to scaling research. To enhance its utility in evaluating and planning scaling in policy and practice the conceptual framework includes a scaling vocabulary that focuses the educational questions of what, why, who, where and how. We argue that a fruitful way to understand scaling ESD-activities as a learning process is to conceptualise the scaling pathway as a movement of re-contextualisations, adaptations and transformations. Scaling of ESD-activities can thus be conceptualised as a process, which transforms the ac-tivities of the contexts as well as the ESD-activities themselves. Our conceptual framework presents scaling as being about creating ena-bling conditions for adapting and re-contextualising these activities as part of a learning process including the people and contexts engaged in the scaling process.
Bowen, G. A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal. Emerald Group Publishing Limited. Fischer, D., Aubrecht, E. L., Brück, M., Ditges, L., Gathen, L., Jahns, M., … Wellmann, C. (2015). UN Global Action Programme and Education for Sustainable Development: A Critical Appraisal of the Evidence Base. Discourse and Communication for Sustainable Education. De Gruyter Open. Hopkins, C. (2015). Beyond the Decade: The Global Action Program for Education for Sustainable Development. Applied Environmental Education & Communication. Philadelphia: Routledge. Ingold, T. (2011). Being Alive: Essays on movement, knowledge and description. New York: Routledge. Owen, G. T. (2014). Qualitative Methods in Higher Education Policy Analysis: Using Interviews and Document Analysis. The Qualitative Report. Fort Lauderdale: The Qualitative Report. UNESCO. (2014a). Global Action Programme on ESD. Retrieved January 8, 2016, from http://en.unesco.org/gap UNESCO. (2014b). UNESCO Roadmap for Implementing the Global Action Programme on Education for Sustainable Development. Paris. Retrieved from http://unesdoc.unesco.org/images/0023/002305/230514e.pdf UNESCO. (2014c). Shaping the Future we Want: UN Decade of Education for Sustainable Development (2005–2014): Final Report, DESD Monitoring and Evaluation. Accessed 27 June 2017. http://unesdoc.unesco.org/images/0023/002303/230302e.pdf
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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