Education as a response to sustainability issues
Katrien Van Poeck: University of Leuven, Belgium Joke Vandenabeele: University of Leuven, Belgium
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In the field of environmental education and education for sustainable development, there is a lively discussion about the paradox between acknowledging pluralism and taking into account urgent sustainability concerns. With this article, we aim at nurturing this debate theoretically and empirically. We draw on concepts of Latour and Marres that allow an analysis of educational practices that strive to take into account a multiplicity of views, values, interests and knowledge claims without resorting to an ‘anything goes’ relativism vis-à-vis the far-reaching implications of sustainability issues. We present an analysis of a guided tour of a CSA farm (Community Supported Agriculture) and articulate how the care for a sustainability issue can incite an interesting educational dynamic (understood as ‘education as a respons’e) that emerges as a derivative of ‘mastery’.

Keywords: Environmental education; sustainability; pluralism; community supported agriculture

Volume 5, Issue: 2, Article 7, 2014

Katrien Van Poeck, Joke Vandenabeele
Education as a response to sustainability issues:
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Volume 5, Issue: 2, Article 7, 2014

Katrien Van Poeck, Joke Vandenabeele
Education as a response to sustainability issues:
Note: the following are taken directly from CrossRef
  • Katrien Van Poeck, Gert Goeminn & Joke Vandenabeele (2016). Revisiting the democratic paradox of environmental and sustainability education: sustainability issues as matters of concern. Environmental Education Research, 22(6): 806. DOI: 10.1080/13504622.2014.966659
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