08 SES 05 A, Research on Practice in Education for Sustainable Development
Parallel Paper Session
Objectives and design
The intent of this publication is to contribute with new knowledge of how Education for Sustainable Development (ESD) is translated into a school context, and to highlight some of the challenges and perspectives related to these transformative processes.
The paper is based on a current PhD study, which aims to explore how ESD is translated from a supranational level to a school level, and to identify some of the tensions, ruptures and openings in these processes. Further, it will be discussed how Regional Centers of Expertise (RCE) could facilitate these processes of change. The project is based on studies of two research- and development projects in primary and secondary schools in Ireland and Denmark, where teachers from various subjects have worked with ESD. The two projects were carried out as part of the UN Decade for ESD, and both based on principles of dialogue, participation and ownership. In the case of Ireland, the development project formed part of the RCE Ireland.
The theoretical framework is inspired by theories of practice (Gherardi 2009, 2006, Schön 1983), interactive research (Læssøe & Baungaard Rasmussen 1989, Wals et al 2009) and further theories, which highlight particular challenges of ESD as didactical practice (Breiting, Læssøe, Rolls & Schnack, 2009 and Vare & Scott 2007). On this background, the main analytical concepts are: framing & naming, translation & mediation and dissonance & consensus. The study is based on teachers' and researchers' perspectives, thus it is the practice as 'seen from inside', which is the focus of the study. Further, I will discuss what the practice 'does', in a social perspective - which points to the critical power of the practice lens (Gherardi, 2009).
References Beech, Jason: Redefining Educational Transfer: International Agencies and the (Re)production of Educational Ideas. In: Identity, Education and Citizenship - Multiple Interrelations. Sprogøe, Jonas og Winter-Jensen, Thyge (Ed). Peter Lang GmbH, 2006. Breiting, Søren: Læssøe, Jeppe; Rolls, Simon; Schnack, Karsten: Climate Change and Sustainable Development: The Response from Education. The International Alliance of leading Education Institutes, DPU, 2009. Gherardi, Silvia: Organizational Knowledge. The texture of Workplace Learning. Blackwell Publishing, 2006. Gherardi, Silvia: The critical power of the ‘practice lens’. Management Learning, vol. 40(2), Sage publications, 2009. Læssøe, J. og Baungaard Rasmussen, L.(1989): Brugerorienterede forskningsmetoder. Udvikling af computerstøttede arbejdsprocesser i konstruktionskontoret. Schön, Donald: The reflective practitioner – How Professionals Think in Action. 1983 Basic Books, Inc. Scott, William & Gough, Stephen: Sustainable Development and Learning. Framing The Issues. Routledge Falmer 2003. Vare Paul and Scott, William: Learning for a change: exploring the relationship between education and sustainable development. Journal of Education for Sustainable Development, September 2007. Winter-Jensen, Thyge: Comparative Education in a World of Globalisation. World Studies in Education. Vol. 5, No. 2, 2004. Wals, Arjen: Hoeven, Noor Van Der, Blanken,Harm: The acoustics of social learning. Designing learning processes that contribute to a more sustainable world. Wageningen Academic Publishers, The Netherlands, 2009.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
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