Is Education for Sustainable Development the means to bring about inclusive development? Between idealist and alternative positions

Xavier Bonal; Clara Fontdevila

doi:10.1016/j.cosust.2017.02.002

Is Education for Sustainable Development the means to bring about inclusive development? Between idealist and alternative positions

Xavier Bonal, Clara Fontdevila

Department of Sociology

Research output: Contribution to journal › Review article › Research › peer-review

3 Citations (Scopus)

Abstract

© 2017 Elsevier B.V. ‘Adjectival educations’, include a great diversity of proposals within which Education for Sustainable Development (ESD) features prominently. ESD has enjoyed privileged attention from international organizations, in order to move political agendas from a narrow and instrumental understanding to a more holistic conceptualisation of development. However, the project of ESD cannot be easily understood as the means to bring about inclusive development. On the basis of a literature review, this paper inquiries into the tension between idealistic and critical approaches of ESD to highlight how close or how far ESD is from a critical and comprehensive understanding of inclusive development.

Original language	English
Pages (from-to)	73-77
Journal	Current Opinion in Environmental Sustainability
Volume	24
DOIs	https://doi.org/10.1016/j.cosust.2017.02.002
Publication status	Published - 1 Feb 2017

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abstract = "{\textcopyright} 2017 Elsevier B.V. {\textquoteleft}Adjectival educations{\textquoteright}, include a great diversity of proposals within which Education for Sustainable Development (ESD) features prominently. ESD has enjoyed privileged attention from international organizations, in order to move political agendas from a narrow and instrumental understanding to a more holistic conceptualisation of development. However, the project of ESD cannot be easily understood as the means to bring about inclusive development. On the basis of a literature review, this paper inquiries into the tension between idealistic and critical approaches of ESD to highlight how close or how far ESD is from a critical and comprehensive understanding of inclusive development.",

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N2 - © 2017 Elsevier B.V. ‘Adjectival educations’, include a great diversity of proposals within which Education for Sustainable Development (ESD) features prominently. ESD has enjoyed privileged attention from international organizations, in order to move political agendas from a narrow and instrumental understanding to a more holistic conceptualisation of development. However, the project of ESD cannot be easily understood as the means to bring about inclusive development. On the basis of a literature review, this paper inquiries into the tension between idealistic and critical approaches of ESD to highlight how close or how far ESD is from a critical and comprehensive understanding of inclusive development.

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DO - 10.1016/j.cosust.2017.02.002

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