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
The Global Action Programme (GAP) priority areas two and three call for transforming learning and training environmental and capacity building of educators respectively (UNESCO, 2014). The goal of the GAP is to generate and scale up ESD action at all levels and areas of education and learning to accelerate progress towards sustainable development (ibid.). Drawing on two cases, this paper presents professional learning networks as capacity building mechanisms and within these cases present experiences of professional learning network structures as generative mecha-nisms for scaling Education for Sustainable Development (ESD) in teacher and higher education. Case 1 is Fundisa for Change, a programme in South Africa (Fundisa for Change, 2013), and case 2 is Mainstreaming Environment and Sustainability in African University Partnership (MESA) (UNEP, 2004). Drawing on these two cases this paper argues for the significance of professional learning networks as generative mechanisms for scaling ESD in teacher education at national and continen-tal level. These professional learning networks have proven to be enabling mechanisms for scaling past and current ESD actions, hence the need for continuous engagement with them and devel-opment of others for more effective scaling ESD in learning environments. Using the scaling con-ceptual framework (Mickelsson et al., in press) and Archer’s relational agency underlaboured by critical realism (Archer,…) , this paper analyses how professional learning networks have been generative mechanisms in scaling ESD in teacher and higher education.
Archer, M. S. (1995). Realist social theory: The morphogenetic approach. Cambridge: Cambridge University Press. Fundisa for Change Programme. (2013). Introductory core text. Environmental Learning Research Centre. Grahamstown: Rhodes University. Mickelsson, M., Kronlid, D.O., & Lotz-Sisitka, H. (2018). Consider the unexpected: scaling ESD as a matter of learning. Environmental Education Research, DOI: 10.1080/13504622.2018.1429572 UNEP. (2004). Mainstreaming Environment and Sustainability in African Universities (ME-SA) Course Notes. Module 1: Environment, Sustainable Development and the University in Africa. UNEP. UNESCO. (2014). UNESCO Roadmap for implementing the Global Action Programme on Education for Sustainable Development. Paris: UNESCO.
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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