Education For Sustainable Development In The Capitalocene

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Education for Sustainable Development in the ‘Capitalocene’

Education for Sustainable Development in the ‘Capitalocene’
Author :
Publisher : Taylor & Francis
Total Pages : 141
Release :
ISBN-10 : 9781000964356
ISBN-13 : 1000964353
Rating : 4/5 (353 Downloads)

Book Synopsis Education for Sustainable Development in the ‘Capitalocene’ by : Helena Pedersen

Download or read book Education for Sustainable Development in the ‘Capitalocene’ written by Helena Pedersen and published by Taylor & Francis. This book was released on 2023-09-25 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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. It brings together scholars working in the intersections of education for sustainable development, philosophy of education and curriculum theory who contribute original and radical analyses of education in an increasingly unpredictable and unintelligible world. According to the Intergovernmental Panel on Climate Change (IPCC), humanity is closer to irreversible tipping points that, once reached will lead to accelerating transformations that will drastically change life on earth during the coming decades. Responses from education studies to these precarious social-ecological conditions range from pointing out necessary ways forward for education grounded in human accountability, responsibility, justice, ethics, and care; to dark ecology-oriented interventions unnerving the very premises that education relies on. When education is deeply entangled with, and contributing to, a catastrophic global development, the idea of education as a nostalgic promise for a common good and a better future comes under scrutiny. This volume re-configures education as inextricable from other anthropogenic threats and natural forces that seem to become increasingly intertwined in joint production of our current predicament. It urges educational theorists, practitioners, and policymakers to engage with thinking, practicing, and revolutionizing educational futures. The chapters in this book were originally published in the journal Educational Philosophy and Theory.


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