Education for Sustainable Development in the 'Capitalocene'

ISBN-13: 9781032471709 / Angielski

Helena Pedersen; Sally Windsor; Beniamin Knutsson

Opis

The book seeks to explore ways in which education research, policy and practice ought to be re-thought and re-enacted under present bio-political predicaments. The chapters in this book were originally published in the journal Educational Philosophy and Theory.

Spis treści

Introduction: Education for sustainable development in the ‘Capitalocene’ 1. Strange loops, oedipal logic, and an apophatic ecology: Reimagining critique in environmental education 2. The Holocene Simulacrum 3. Education after the end of the world. How can education be viewed as a hyperobject? 4. Catastrophe or apocalypse? The anthropocenologist as pedagogue 5. From “education for sustainable development” to “education for the end of the world as we know it” 6. Spiritual education for a post-capitalist society 7. Ilyenkov’s ideal: Can we bank on it? 8. Education, sustainable or otherwise, as simulacra: A symphony of Baudrillard

O autorze

Helena Pedersen is Associate Professor in Education at University of Gothenburg, Sweden. She is author of Schizoanalysis and Animal Science Education (2019) and Animals in Schools (2010). She is co-editor of the Critical Animal Studies book series and co-founder of University of Gothenburg’s Network for Critical Animal Studies in the Anthropocene (GU-CAS).

Sally Windsor is Associate Professor at the University of Gothenburg, Sweden, and teaches in the international Masters of Education for Sustainable Development and teacher education programmes. Her research interests include Indigenous knowledges and cultures for sustainability, school level sustainability education, geography teaching, arts-based pedagogies, professional conversations and practicum pedagogies.

Beniamin Knutsson is Associate Professor in the Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Sweden and a research associate of the Centre for Education Rights and Transformation, University of Johannesburg. His research is mainly concerned with issues pertaining to power and inequality in education for sustainable development.

Dawn Sanders is Associate Professor in the Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Sweden and an editor for the journal Plants, People, Planet. Her research considers questions concerning human interactions with the more-than-human world. She is a fellow of The Linnean Society of London.

Arjen Wals is Professor of Transformative Learning for Socio-Ecological Sustainability at Wageningen University, Netherlands, where he also holds the UNESCO Chair of Social Learning and Sustainable Development. Furthermore, he is a Guest Professor at the Norwegian University for the Life Sciences (NMBU) and the Western Norway University of Applied Sciences. He holds an Honorary Doctorate from Gothenburg University in Sweden.

Olof Franck is Professor in Subject Matter Education, specialising Social Studies subjects, and Associate Professor in Philosophy of religion at the Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Sweden. His publications focus issues on ethics, social sustainability, religious education, and philosophy.