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dc.contributor.authorGriffiths, Tom G.
dc.date.accessioned2021-09-09T13:44:13Z
dc.date.available2021-09-09T13:44:13Z
dc.date.created2020-12-15T15:39:41Z
dc.date.issued2020-12-08
dc.identifier.issn0962-0214
dc.identifier.issn1747-5066
dc.identifier.urihttps://hdl.handle.net/11250/2774979
dc.description.abstractThe United Nations Sustainable Development Goals (SDGs) are a significant marker in global efforts to universalise a conception of ecologically sustainable human development. SDG 4?s expanded vision of quality education for all extends to the Education for Sustainable Development (ESD) Agenda?s call for education that contributes to all of SDGs, and prepares students to ?transform our world?. From a critical perspective, this paper considers the incompatibility of endless (compound) economic growth and capital accumulation, under capitalism, with the required CO2 reductions that the climate emergency demands. The paper shows how the ESD proposals reflect the orthodoxy of education as human capital formation for economic development, albeit within a reformed ?green growth? model. At the same time, it argues that their distinctive ambitions and transformational language provide space for critical educators to simultaneously work with and against their contradictions and limitations, and to advance non-capitalist and degrowth alternatives.en_US
dc.language.isoengen_US
dc.publisherRoutledgeen_US
dc.relation.ispartofseriesInternational Studies in Sociology of Education;Volume 30, 2021 - Issue 1-2
dc.rightsNavngivelse-Ikkekommersiell 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/deed.no*
dc.subjectSustainable development goalsen_US
dc.subjectEducationen_US
dc.subjectSustainable developmenten_US
dc.subjectDegrowthen_US
dc.subjectCritical educationen_US
dc.titleEducation to transform the world: limits and possibilities in and against the SDGs and ESDen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionacceptedVersionen_US
dc.rights.holder© 2020 Informa UK Limiteden_US
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.1080/09620214.2020.1854829
dc.identifier.cristin1860148
dc.source.journalInternational Studies in Sociology of Educationen_US
dc.source.volume30en_US
dc.source.issue1-2en_US
dc.source.pagenumber1-20en_US


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Navngivelse-Ikkekommersiell 4.0 Internasjonal
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