What about Education and Schooling for Sustainable Development?

Authors

  • Maider Pérez de Villarreal Public University of Navarra

DOI:

https://doi.org/10.14738/assrj.27.1242

Keywords:

Practice architectures, Ecologies of Practices, Sustainability, Community, Development

Abstract

Schooling as a form of formalized indoctrination has come to an end. In the new global and (g)local order a new context of interrelations re-shapes school organization searching for new spaces and new nested niches to perform key ecological principles of sustainability and community participation.

In this paper, we get to sustainability from ecological premises contextualize together with educational development premises. We clarify the real links of both to give a context to what it means looking at school education from progressive principles, which resumes to look at each one`s (country or human) history, conditions for development, in order to do the best for growing, by not accommodating the system of education to strange external pressures which pretend to uniformize, fragmentize and exclude.

Author Biography

Maider Pérez de Villarreal, Public University of Navarra

Department of Psychology and Pedagogy

Assistant Professor

References

ASOREY, J. 2011. Da flor a mesa: historia dunha pinga da mel. La Coruña: Autor-Editor.

BASCOMPTE, J. 2010. Structure and dynamics of ecological networks. Science, 329 (5993), 765-766.

BRONFENBRENNER, U. 1987: La ecología del desarrollo humano. (Ecology of human development). Barcelona: Paidós.

BRUNNER, J. Realidad mental y mundos posibles. (Mental reality and posible worlds). Barcelona: Gedisa, 1999.

CAPRA. F. Speaking nature’s language. Principles for sustainability. In: M.K. STONE, Z. BARLOW. (Eds.); Ecological literacy: Educating our children for sustainable world. San Francisco: Sierra Club Book., 1995. p. 18-29.

CUMMINS, J. Language, Power and Pedagogy: bilingual children in the cross-fire. Clevedon: Multilingual Matters, 2000.

CUMMINS, J. Negotiating identities: education for empowerment in a diverse society. Los Angeles. California Association for Bilingual Education, 2001.

EDWARDS-GROVES, C. et al. Relational Architectures: Recovering solidarity and agency as living practices in education. In Pedagogy, Culture and Society, v. 18, n. 1, p. 43-54, 2010.

FANG HE, M.; CHANG E.;. PHILLION J.A. Language, Culture, identity and Power. In: HUBER – WARRING, T. Growing a source for social change, North Carolina, Information Age Publishing, 2008. p. 119-144.

FOUCAULT, M. Archeology of knowledge. New York: Pantheon Books, 1972.

KEMMIS, S. Curriculum: contestation and change: essays on education. Deakin University. Papers. Victoria (Australia), 1990.

KEMMIS, S.; GROOTENBOER P. Situating practice in praxis: Practice architectures and the cultural, social and material conditions for practice. In : KEMMIS, S.; SMITH, T. (Eds), 2008.

KEMMIS, S.; SMITH T. (Eds.) Enabling praxis: Challenge for Education. Rotterdam: Sense Publishers, 2008.

KEMMIS, S. Ecologies of Practices: an introduction. Charles Sturt University. Unpublished paper. Wagga Wagga (Australia), 2009.

KEMMIS, S., et al. 2009. Situating practice in praxis. Practice architectures and the cultural, social, and material conditions for practice. In: SYMPOSIUM ECOLOGIES OF PRACTICE, 2009. Australian Association for Research in Education. Canberra (29-XI – 3-XII / EWIL091156).

KEMMIS, S.; MUTTON R. Education for sustainability (EfS): Practice and Practice architectures”. Charles Sturt University. Unpublished paper. Wagga Wagga (Australia), 2009.

LANDESBERG, E.; KRUGER D.; NEL N. Addressing barriers to learning. A South African Perspective. Pretoria: Van Schaik, 2005.

MILLER, K. Biologia. Massachusetts: Prentice Hall, 2004, p. 72. ISBN 0-13-115538-5.

MUSSEN, E. Honey bee immunity to infection. The Bee Line, newsletter of the Oregon State Beekeepers’ Association, 2008a.

MUSSEN, E. Beekeeping (Chapter in Small Farm Handbook). UC ANR Publication, 2008b.

NICOLAU A.; MOTA M.; LIMA N.. 2006. Physiological responses of Tetrahymena pyriformis to copper, zinc, cycloheximide and Triton X-100. FEMS Microbiology Ecology, v. 30, n. 3, p. 209–216, 2006.

POLIDORI, C.; BORRUSO L. Socially peaceful: foragers of the eusocial bee Lasioglossum malachurum are not aggressive against non-nestmates in circle-tube arenas. In Acta Ethologica, v. 15, n. 1, p. 15-23, 2011.

SCHATZKI, T. R. The site of the social: A philosophical account of the constitution of social life and change. University Park, PA: The Pennsylvania State University Press, 2002.

TYLER, M. JR. Ciencia ambiental: Desarrollo sostenible. Un enfoque integral. Cengage Learning Latin America: Santa Fé, Mexico: Thomson, 2007.

ZUFIAURRE, B. 2006. Social inclusion and multicultural perspectives in Spain. Three cases studies in Northern Spain”. In: Race, Ethnicity and Education, v. 9, n. 4, p. 409-424, 2006.

ZUFIAURRE, B.; PEÑALVA A. Globalization and Glocalization in Northern Spain: Urban education, Ethnicity and Multicultural Issues. In: PINK, W.T, NOBLIT, G.W. Eds. Interantional Handbook of urban education. Dordrecht: Springer, 2007, p. 413-430.

ZUFIAURRE, B. 2008. How to organise knowledge to reculture education and schooling. Reflecting on Social Studies, not History, to open a discussion. In BERGER M.J.; FORGETTE, R.: Issues of diversity, inclusion and beliefs. University of Otawa: Editions La Perichole. Ontario (CA), 2008, p. 51-74.

ZUFIAURRE, B.; BELLETICH, O. 2009. What can we learn from comparative education: Great Britain, Spain and Perú: Three territories to characterize contemporary developments in education and schooling. PAIDEIA. University Concepción (Chile), 2009, v. 47, p. 139-160.

ZUFIAURRE, B.; HAMILTON D. Cerrando círculos en educación: Pasado y futuro de la escolarización. Madrid. Morata, 2014.

Downloads

Additional Files

Published

2015-07-27

How to Cite

Pérez de Villarreal, M. (2015). What about Education and Schooling for Sustainable Development?. Advances in Social Sciences Research Journal, 2(7). https://doi.org/10.14738/assrj.27.1242