Summary
Contents
Subject index
The SAGE Handbook of Education for Citizenship and Democracy brings together new work by some of the leading authorities on citizenship education, and is divided into five sections. The first section deals with key ideas about citizenship education including democracy, rights, globalization and equity. Section two contains a wide range of national case studies of citizenship education including African, Asian, Australian, European and North and South American examples. The third section focuses on perspectives about citizenship education with discussions about key areas such as sustainable development, anti-racism, and gender. Section four provides insights into different characterizations of citizenship education with illustrations of democratic schools, peace and conflict education, global education, human rights education etc. The final section provides a series of chapters on the pedagogy of citizenship education with discussions about curriculum, teaching, learning and assessment.
Sustainable Development
Sustainable Development
‘The ultimate goal of education for sustainable development is to empower people with the perspectives, knowledge, and skills for helping them live in peaceful sustainable societies’ (UNESCO, 2001: 1).
There is now a growing consensus that twenty-first century civilization is on a path that is not sustainable. Dominant forms of political economy are failing to conserve ecological resources and services, guarantee economic stability, reduce social inequality; maintain cultural diversity, and protect people's physical and mental health. We face related crises of ecological, economic, social, cultural, and personal sustainability, yet the means are available to set civilization on a more sustainable path. Adopting more sustainable forms of political economy involves the establishment of new forms of global governance guided by new forms of citizenship. Education that features such citizenships should lie at the heart of initiatives linked to the UN's Decade of Education for Sustainable Development (DESD) that runs from 2005 to 2014.
This chapter seeks to clarify the new kinds of governance and citizenship that may be necessary to set civilization on a more sustainable path and how these might be developed through citizenship education as part of the DESD. It begins with considerations of philosophy and ethics.
Philosophical and Ethical Foundations
Central to the perspectives that ESD should develop is what Hartmann (1998) terms a social-ecological theory of reality and the values that stem from it. Rather than regarding nature and society as separate realms (modern dualism), we should acknowledge that reality is always the product of both ecological (biophysical) and social relations and processes. The phenomena of global warming illustrates how the relations between objects in the bio-physical and social worlds enable ecological and social processes, how these processes affect one another constantly, and how our understanding of such phenomena can never be entirely neutral or objective because it is always partly a product of those social or power relations it needs to explain. The politics of sustainability is about the relations that humans are in with other human and non-human agents, how we understand these relations, and what we can do to ensure that they are more sustainable.
Hartmann argues that for a society to be sustainable (capable of evolving indefinitely alongside the rest of nature) three sets of relations have to be maintained:
- Social relations amongst humans based on mutual respect and tolerance. These require equitable access to basic needs, freedom of thought and expression, and democratic forms of decision making and governance in all spheres of life including that of economic production and distribution.
- Environmental relations between humans and their bio-physical environment that ensure the survival and well-being of other species (biodiversity) and their continued evolution alongside people.
- Ecological relations between organisms (including humans) and their environment that ensure similar environmental conditions and opportunities (climate, water availability, soil fertility, radioactivity levels, etc.) to those that have prevailed throughout most of human history.
The question then arises, what form of ethics, politics, and governance should regulate social and environmental relations and their impact on ecological relations?
As regards ethics, a socio-ecological theory or reality, based in dialectical materialism (Harvey, 1996) or the new physical and life sciences and systems theory (Capra, 2003), recognizes that people are part of ecological relations (members of a biological species, dependent on ecological resources and services to supply their needs), yet partly independent of such relations as part of social relations (they have powers of language and technology that enable them to transform their own nature and that which surrounds them). In finding sustainable ways to live they have to balance ecology and society centred values or an ecocentric perspective that finds intrinsic values in the non-human world, with an anthropocentric or technocentric perspective that suggests the only value of this world lies in its usefulness to people.
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