Session Information
30 SES 15 A, Symposium: Towards A Geography of ESE Questions
Symposium
Contribution
The sustainability agenda is characterized by numerous paradoxes, tensions, contradictions and dilemmas. Here is one paradox that haunts the field today: In times of ongoing, anthropogenic degradations of the living conditions for human and more-than-human life alike, there is more than ever a need for international collaboration, joint commitments and actions to prevent the causes of the current predicaments, reduce the harms to life on earth and support the victims. Still right now in times of global crises the political momentum moves to powers and political movements that prioritize narrow self-interest and protection of privileges both on an individual and a national level. In this situation school and education are bearers of notions of the common that may serve as resources for reflection and practice. In this paper I explore solidarity as one of these notions. Solidarity is an integrated concern in the formulation of the purpose of education (Bildung) as expressed by Klafki (1998; Kvamme, 2021). Solidarity is also put forward by UNESCO (2021) in the Futures of Education report, linked to a call for a new social contract of education, seeing education as a common good. Both by Klafki and in the UNESCO report solidarity is employed more than defined. So how can solidarity be understood in environmental and sustainability education? I am curious about the potential of solidarity to bridge and connect the local and the global, the personal and the political, and even the temporal aspects of sustainability. Central is how solidarity is both integral to and transcend community, relationality and belonging, and as such being a part of and transcending educational institutions.
References
DuFord, R. (2022). Solidarity in Conflict: A Democratic Theory. Stanford University Press.
Klafki, W. (1998). Characteristics of critical-constructive Didaktik. In Gundem, B. & Hopmann, S. (eds.). Didaktik and/or curriculum. An international dialogue (pp. 307–328). Peter Lang.
Kvamme, O. (2021). Rethinking Bildung in the Anthropocene: The Case of Wolfgang Klafki’, HTS Teologiese Studies/ Theological Studies 77(3) a6807. https://doi. org/10.4102/hts.v77i3.6807.
Papastephanou, M. (2012). Thinking differently about cosmopolitanism. Theory, eccentricity, and the globalized world. Paradigm Publishers.
Sangiovanni, A. & Viehoff, J. (2023). Solidarity in Social and Political Philosophy. The Stanford Encyclopedia of Philosophy (Summer 2023 Edition), Edward N. Zalta & Uri Nodelman (eds.), URL =
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