Show simple item record

dc.contributor.convenorClare Benson and Kay Stablesen_US
dc.contributor.authorPavlova, Margaritaen_US
dc.contributor.editorK. Stables, C. Benson, M. de Vriesen_US
dc.date.accessioned2017-05-03T14:00:13Z
dc.date.available2017-05-03T14:00:13Z
dc.date.issued2011en_US
dc.date.modified2012-08-28T08:47:33Z
dc.identifier.refurihttp://www.gold.ac.uk/patt/en_US
dc.identifier.urihttp://hdl.handle.net/10072/46566
dc.description.abstractThe current co-existence of environmental education (EE) and education for sustainable development (ESD) poses a number of questions for educators and policy makers regarding the differences and similarities between EE and ESD. This co-existence has created a concern among international and national communities regarding overlap and duplication of goals and programs in EE and ESD. The simultaneous existence and development of EE and ESD has resulted in some confusion in policy formulation and implementation. Lack of clarity has sometimes led to inefficiencies in achieving goals and development of initiatives. Some countries call for distinctions, others for convergence between the EE and ESD (UNESCO, 2009). This paper reflects on the historical development of EE and ESD to identify similarities and differences between the concepts. It suggests that differences in the models of EE and ESD relationships can be seen in technology education policies and practices. The paper argues that an emphasis on the social dimension of design for SD need to be strengthened to align technology education with global developments.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent181776 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherGoldsmiths University of Londonen_US
dc.publisher.placeUnited Kingdomen_US
dc.publisher.urihttp://www.gold.ac.uk/patt/en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofconferencenamePATT 25:CRIPT 8en_US
dc.relation.ispartofconferencetitlePATT 25 ; CRIPT 8 - Perspectives on Learning in Design & Technology Education.en_US
dc.relation.ispartofdatefrom2011-07-01en_US
dc.relation.ispartofdateto2011-07-05en_US
dc.relation.ispartoflocationLondon, United Kingdomen_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Developmenten_US
dc.subject.fieldofresearchScience, Technology and Engineering Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130202en_US
dc.subject.fieldofresearchcode130212en_US
dc.titleEnvironmental education and/or education for sustainable development: what role for technology education?en_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2011 PATT. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the conference's website for access to the definitive, published version.en_US
gro.date.issued2011
gro.hasfulltextFull Text


Files in this item

This item appears in the following Collection(s)

  • Conference outputs
    Contains papers delivered by Griffith authors at national and international conferences.

Show simple item record