Integrating Sustainability-Oriented Ecologies of Practice Across the Learning Cycle: Supporting Transformative Behaviours in Transgenerational, Transnational and Transdisciplinary Spaces
The article examines the complexities associated with effectively and comprehensively tackling the climate change crisis. Focusing on the need for education, the authors discuss a model of Education for Sustainable Development (ESD) that supports the development of competencies, coalition building a...
| Main Authors: | , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Sciendo
2021-12-01
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| Series: | Discourse and Communication for Sustainable Education |
| Subjects: | |
| Online Access: | https://doi.org/10.2478/dcse-2021-0022 |
| _version_ | 1817977140529856512 |
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| author | Adefila Arinola Chen Yung Fang Dang QueAnh Dewinter Alun Antonelli Marta Massari Sonia Saarto Annika Viviani Alessandra Filipova Tsvetelina Ammari-Allahyari Theo Mojitaba Karlsson Lars |
| author_facet | Adefila Arinola Chen Yung Fang Dang QueAnh Dewinter Alun Antonelli Marta Massari Sonia Saarto Annika Viviani Alessandra Filipova Tsvetelina Ammari-Allahyari Theo Mojitaba Karlsson Lars |
| author_sort | Adefila Arinola |
| collection | DOAJ |
| description | The article examines the complexities associated with effectively and comprehensively tackling the climate change crisis. Focusing on the need for education, the authors discuss a model of Education for Sustainable Development (ESD) that supports the development of competencies, coalition building and the capacity to support and maintain positive action. Drawing upon principles highlighted by the United Nations, the paper outlines the breadth and depth of knowledge required to support transformative ESD. Firstly enhancing comprehensive knowledge that develops cognitive, affective and axiological dimensions and proficiency. This enhances critical engagement with information and enables individuals to act responsibly and align with others in coalition building. The second element refers to collaborative partnership that is crucial for changes to be effective. This has been one of the most challenging barriers preventing positive action on the catastrophe pf climate change. Finally, the paper emphasizes the need to develop the competencies for supporting collective action, which will enable sustained action across transnational, transdisciplinary and transnational boundaries. |
| first_indexed | 2024-04-13T22:13:10Z |
| format | Article |
| id | doaj.art-db57b9c96660412982eb68646fdda1c9 |
| institution | Directory Open Access Journal |
| issn | 2255-7547 |
| language | English |
| last_indexed | 2024-04-13T22:13:10Z |
| publishDate | 2021-12-01 |
| publisher | Sciendo |
| record_format | Article |
| series | Discourse and Communication for Sustainable Education |
| spelling | doaj.art-db57b9c96660412982eb68646fdda1c92022-12-22T02:27:40ZengSciendoDiscourse and Communication for Sustainable Education2255-75472021-12-0112214215410.2478/dcse-2021-0022Integrating Sustainability-Oriented Ecologies of Practice Across the Learning Cycle: Supporting Transformative Behaviours in Transgenerational, Transnational and Transdisciplinary SpacesAdefila Arinola0Chen Yung Fang1Dang QueAnh2Dewinter Alun3Antonelli Marta4Massari Sonia5Saarto Annika6Viviani Alessandra7Filipova Tsvetelina8Ammari-Allahyari Theo Mojitaba9Karlsson Lars10Coventry University, Coventry, UKCoventry University, Coventry, UKCoventry University, Coventry, UKCoventry University, Coventry, UKBarilla Center for Food and Nutrition Foundation, Parma, ItalyBarilla Center for Food and Nutrition Foundation, Parma, ItalyUniversity of Turku, Turku, FinlandUniversity of Siena, Siena, ItalyRicardo Energy and Environment, Oxford, UKUniversity of Sunderland, London, London, UKConsultant PreHAB, Vienna, AustriaThe article examines the complexities associated with effectively and comprehensively tackling the climate change crisis. Focusing on the need for education, the authors discuss a model of Education for Sustainable Development (ESD) that supports the development of competencies, coalition building and the capacity to support and maintain positive action. Drawing upon principles highlighted by the United Nations, the paper outlines the breadth and depth of knowledge required to support transformative ESD. Firstly enhancing comprehensive knowledge that develops cognitive, affective and axiological dimensions and proficiency. This enhances critical engagement with information and enables individuals to act responsibly and align with others in coalition building. The second element refers to collaborative partnership that is crucial for changes to be effective. This has been one of the most challenging barriers preventing positive action on the catastrophe pf climate change. Finally, the paper emphasizes the need to develop the competencies for supporting collective action, which will enable sustained action across transnational, transdisciplinary and transnational boundaries.https://doi.org/10.2478/dcse-2021-0022climate changecollective actioneducation for sustainable developmentsustainabilitycoalition building |
| spellingShingle | Adefila Arinola Chen Yung Fang Dang QueAnh Dewinter Alun Antonelli Marta Massari Sonia Saarto Annika Viviani Alessandra Filipova Tsvetelina Ammari-Allahyari Theo Mojitaba Karlsson Lars Integrating Sustainability-Oriented Ecologies of Practice Across the Learning Cycle: Supporting Transformative Behaviours in Transgenerational, Transnational and Transdisciplinary Spaces Discourse and Communication for Sustainable Education climate change collective action education for sustainable development sustainability coalition building |
| title | Integrating Sustainability-Oriented Ecologies of Practice Across the Learning Cycle: Supporting Transformative Behaviours in Transgenerational, Transnational and Transdisciplinary Spaces |
| title_full | Integrating Sustainability-Oriented Ecologies of Practice Across the Learning Cycle: Supporting Transformative Behaviours in Transgenerational, Transnational and Transdisciplinary Spaces |
| title_fullStr | Integrating Sustainability-Oriented Ecologies of Practice Across the Learning Cycle: Supporting Transformative Behaviours in Transgenerational, Transnational and Transdisciplinary Spaces |
| title_full_unstemmed | Integrating Sustainability-Oriented Ecologies of Practice Across the Learning Cycle: Supporting Transformative Behaviours in Transgenerational, Transnational and Transdisciplinary Spaces |
| title_short | Integrating Sustainability-Oriented Ecologies of Practice Across the Learning Cycle: Supporting Transformative Behaviours in Transgenerational, Transnational and Transdisciplinary Spaces |
| title_sort | integrating sustainability oriented ecologies of practice across the learning cycle supporting transformative behaviours in transgenerational transnational and transdisciplinary spaces |
| topic | climate change collective action education for sustainable development sustainability coalition building |
| url | https://doi.org/10.2478/dcse-2021-0022 |
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