THE LINK BETWEEN SUSTAINABLE DEVELOPMENT, ECO-PEDAGOGY AND INCLUSIVE EDUCATION
Keywords:Sustainable development, eco-pedagogy, inclusive education
In this paper, the author analyzes the concepts of sustainable development, ecopedagogy and inclusive education from the perspective of an inclusive society where all members of society should have equal opportunities to participate in the education system, as well as in society in general. The author starts from the assumption that education is a key lever and base of sustainable development. According that, the first part of the paper discusses about interdependence and interconnectedness of sustainable development and inclusive education, and highlights the main premises of them. In the context of this, author offers main caracteristics: 1) promoting critical thinking; 2) participation of students in deciding on the design and content of educational programs; 3) mapping local and global issues related to sustainable development; 4) inovative development of new and creative solutions to common problems and 5) looking ahead – the tendency for content to have a long-term perspective.
Futher, the author discusess about ecopedagogy as a new eco-social perspective that aims to develop people’s collective potenctials and strenghten social justice, taking into account the environmental perspective. Eco-pedaogy is, says author, a response to the planetary crisis of the environment. Namely, the main principles of neoliberalism, deregulation, globalization, privatization, commodification etc. resulted in an expansion of capitalism and domination over all aspects of human life. According that, eco-pedagogy seeks to interpolate the Freirean goals of humanization and social justice with an environmental policy that radically opposes the globalization of neoliberalism and imperialism.
In this part of paper, the authors leaves room for discussion of the connection between the three concepts mentioned above and point out that all three concepts imply a critical, holistic and systemic understanding of the world, emphasizing social and environmental justice.
Action (2011). Ecopedagogy. Dostupno na: http://action.ran.org/index.php/. Pristupljeno: 3.03.2020.
Burton, W. (2019). Ecopedagogy, The Earth Charter, and Manitoba Curriculum, a Critical Content Analysis. Dostupno na: https://mspace.lib.umanitoba.ca/bitstream/handle/1993/33780/Burton%20-%20Ecopedagogy%2C%20The%20Earth%20Charter%20and%20Manitoba%20Curriculum_%20%20A%20Critical%20Content%20Analysis.pdf?sequence=4&isAllowed=y. Pristupljeno: 22.2.2020.
Freire, P. (1981). Education for Critical Consiciousness, London, Bloomsbury.
Freire, P. (1998). Teachers as Cultural Workers: Letters to Those who Dare Teach. Boulder: Westview Press.
Gadotti, M. (2010). Reorienting Education Practices towards Sustainability. Journal of Education for Sustainable Development 4 (2) : 203-221.
Global Education First Initiative (2014). Sustainable Development Begins with Education. How education can Contribute to the Proposed post – 2015 goals. Dostupno na http://unesdoc.unesco.org/images/0023/002305/230508e.pdf. Pristupljeno: 26.01.2020.
Grigorov, S. K. & R. M. Fleuri (2012). Ecopedagogy: Educating for a New Eco-Social Intercultural Perspective. Visao Global 15 (2): 433-454.
Henry A. G. (2009). Commodifying Kids: The Forgotten Crisis. Dostupno na: http://www.truth-out.org/archive/component/k2/item/83374:commodifying- kidstheforgotten-crisis pristupljeno: 22.1.2020.
Kahn, R. (2008). From Education for Sustainable Development to Ecopedagogy: Sustaining Capitalism or Sustaining Life? Green Theory & Praxis: The Journal of Ecopedagogy 4 (1): 1-14.
Klarin, T. (2018). The Concept of Sustainable Development: From its Beginning to the Contemporary Issues. International Review of Economics & Business 21 (1): 67-94.
Laininen, E., L.Manninen & R. Tenhunen (2006). Perspectives about Sustainable Development in Schools, Helsinki, OKKA.
Misiaszek, W.G. (2015). Ecopedagogy and Citizenship in the Age of Globalisation: Connections between Environmental and Global Citizenship Education to Save the Planet. European Journal of Education 50 (3): 280-292.
Nevin, E. (2008). Education and Sustainable Development. Policy and Practice: Education for Suistanable Development 4: 49-62.
Norat, M. D. L. A. V., A. F. Herreria & F. M. M. Rodriguez (2016). Ecopedagogy: A Movement between Critical Dialogue and Complexity: Proposal for a Categories System. Journal of Education for Sustainable Development 10 (1): 178-195.
Omiyefa, M. O. (2015). Exploring Ecopedagogy for the Attainment of Education for all in Nigeria. Journal of Education and Practice 6 (6): 40-45.
Rambla, X. & M. Langthaler (2016). The SDGs and Inclusive Education for all. From Special Education to Adressing Social Inequalities. Dostupno na: https://www.oefse.at/fileadmin/content/Downloads/Publikationen/Briefingpaper/BP14_SDGs.pdf. Pristupljeno: 23.1.2020.
Škorić, J. (2017). Ekološka kriza i glavne determinante održivog razvoja. Kultura polisa 34 (14): 253-268.
UNESCO (2012). UN System Task Tema on the Post-2015 UN Development Agenda.
262. Education and Skills for Inclusive and Sustainable Development beyond 2015. Dostupno na: http://www.un.org/millenniumgoals/pdf/Think%20Pieces/4_education.pdf. Pristupljeno: 12.09.2019.
UNESCO (2017). Education for Sustainable Development Goals. Dostupno na: http://unesdoc.unesco.org/images/0024/002474/247444e.pdf. Pristupljeno: 3.12.2019.
United Nations Conference on Environment and Development (1992). Promoting education, public awareness and training. In Agenda 21 221-227. Geneva: UN.
Vladimirova, K. & David Le Blanc (2015). How Well are the Links between Education and Other Sustainable Development Goals Covered in UN fFagship Reports? A Contribution to the Study of the Science-Policy Interface on Education in the UN System. Dostupno na: https://sustainabledevelopment.un.org/content/documents/2111education%20and%20sdgs.pdf. Pristupljeno: 24.12.2019.
How to Cite
This work is licensed under a Creative Commons Attribution 4.0 International License.