Education is increasingly recognized as an essential part of the solution to the climate crisis. ... more Education is increasingly recognized as an essential part of the solution to the climate crisis. Yet the complex relationship between climate change education (CCE) and how children and young people of the Anthropocene are discursively constituted remains under-theorized. This chapter critically explores the discursive construction of children and youth who make up the Anthropocene generation, with particular reference to overlapping representative framings of this generation in terms of their innocence/vulnerability, their exceptionalism/heroism, their mental health/eco-anxiety, and their agency/activism. We highlight what is invisibilized, obscured, or neglected within these interwoven frames and discuss how they undercut meaningful social and educational responses to the climate crisis. Central to our analysis is the ideal learning subject that emerges from the discursive construction of the Anthropocene generation. This hopeful,
Climate change education (CCE) is a new phenomenon which is gaining increasing significance in th... more Climate change education (CCE) is a new phenomenon which is gaining increasing significance in the work of international organizations and international non-governmental organizations. Based primarily on a cross-national desk study of national policy documents relevant to CCE in 17 countries, which was commissioned by UNESCO to gain a robust con-textualized understanding of national CCE policies to inform UNESCO’s guidelines on CCE in the context of Education for Sustainable Development (ESD), this article argues that CCE, since 2008, has become an issue for policy making in countries ranging from the least developed countries to emerg-ing economies and developed countries. The article seeks to answer two questions. First, how does CCE relate to ESD? Second, what specific roles do national governmental institutions play in the governance of ESD and CCE? The overall trend identified by the cross-national analysis is conver-gence, rather than divergence, between CCE and ESD; ESD is se...
Journal of Education for Sustainable Development, 2007
The concept of Regional Centres of Expertise (RCEs) on Education for Sustainable Development (ESD... more The concept of Regional Centres of Expertise (RCEs) on Education for Sustainable Development (ESD) has been enthusiastically embraced by a diverse array of actors since it was first introduced by the United Nations University (UNU) in 2004. An RCE is conceived of as a ‘network’ of existing organisations of formal, nonformal and informal education, mobilised to promote ESD at the local-regional level. Derived from experiences of mobilising RCEs around the globe, this article offers a range of strategic concepts to explain and facilitate the transformation of RCEs into value-adding localised networks constituting a global network—an emerging ‘Global Learning Space for Sustainable Development’.
Sustainability the Journal of Record Vol. 12 No. 2, 2019
To contribute to the meaningful implementation of SDG 4.7, UNESCO-MGIEP conducted a study to anal... more To contribute to the meaningful implementation of SDG 4.7, UNESCO-MGIEP conducted a study to analyze the extent to which the ideals of SDG 4.7 are embodied in policies and curricula across 22 Asian countries. At one level, MGIEP aimed to establish benchmarks against which future progress can be assessed. It also argued forcefully that we must redefine the purposes of schooling to get at the fundamental challenges associated with promoting peace, sustainability, and global citizenship through education. This case study reports on the findings and implications of this investigation, which were published in 2017 as Rethinking Schooling for the 21st Century: The State of Education for Peace, Sustainable Development and Global Citizenship in Asia.
Journal of Education for Sustainable Development, 2015
This article maps and explains Brazil’s policies, strategies, plans and initiatives related to Cl... more This article maps and explains Brazil’s policies, strategies, plans and initiatives related to Climate Change Education (CCE), in the overall context of Environmental Education (EE) and Education for Sustainable Development (ESD). The case of Brazil offers useful insights on how to enhance climate response through education because of its unique strength in climate policy making and its established EE tradition. The article traces the development of EE in Brazil and provides an overview of the relations between EE and climate change legislations and public policies. Although Brazil established a strong legal framework for EE and the Ministries of the Environment and Education have adopted a number of initiatives to implement the EE policies, climate change legislation addresses education rather superficially. Many other challenges remain, including fully integrating EE in the mainstream work of the Ministry of Education, enhancing the impact of EE policies and programmes, and creati...
Japão RESUMO Propósito-O propósito deste documento é chamar a atenção da comunidade de Educação p... more Japão RESUMO Propósito-O propósito deste documento é chamar a atenção da comunidade de Educação para o Desenvolvimento Sustentável (EDS) para recentes discussões sobre abordagens por competência e examinar a adequação do modelo baseado em competência como meio de conseguir a transformação social e educacional com relação à sustentabilidade. O documento analisa e destaca alguns importantes aspectos dos estudos de caso de autores que contribuíram com a edição especial. Projeto/metodologia/abordagem-O documento se baseia em uma revisão de literatura e reflexões relevantes sobre artigos que constituem esta edição especial. Reflete também as observações dos autores, através de suas constantes interações com profissionais, teóricos e decisores da EDS no contexto da década das Nações Unidas sobre educação para o desenvolvimento sustentável (DEDS) e do ensino superior para o desenvolvimento sustentável (ESDS). Achados-O documento reconhece a natureza altamente complexa das conceitualizações...
enshrined in SDG Target 4.7. The meanings of ESD have shifted in relation to other education move... more enshrined in SDG Target 4.7. The meanings of ESD have shifted in relation to other education movements, including Environmental Education, EFA, and more recently, Global Citizenship Education (GCED). By reviewing how ESD and GCED-as currently defined and promoted by UNESCO-approach climate change and the question of securing a sustainable future for humanity, the article delineates how the recent marriage of ESD and GCED in one target of the SDGs is weakening, rather than reinforcing, their transformative potentials. It concludes by pointing out the limitations of global policy initiatives for education and proposing ways forward to ensure that education contributes to shaping a more sustainable world.
Hundreds of sustainability programs have emerged at universities and colleges around the world ov... more Hundreds of sustainability programs have emerged at universities and colleges around the world over the past 2 decades. A prime question for employers, students, educators, and program administrators is what competencies these programs develop in students. This study explores convergence on competencies for sustainability programs. We conducted a Delphi study with 14 international experts in sustainability education on the framework of key competencies in sustainability by Wiek et al. (Sustain Sci 6: 203–218, 2011), the most frequently cited framework to date. While experts generally agreed with the framework, they propose two additional competencies, suggest a hierarchy of competencies, and specify learning objectives for students interested in a career as sustainability researcher. The refined framework can inform program development, implementation, and evaluation to enhance employability of graduates and facilitate comparison of sustainability programs worldwide.
Abstract To contribute to the meaningful implementation of SDG 4.7, UNESCO‐MGIEP conducted a stud... more Abstract To contribute to the meaningful implementation of SDG 4.7, UNESCO‐MGIEP conducted a study to analyze the extent to which the ideals of SDG 4.7 are embodied in policies and curricula across...
Although the role of education in addressing the challenges of climate change is increasingly rec... more Although the role of education in addressing the challenges of climate change is increasingly recognized, the education sector remains underutilized as a strategic resource to mitigate and adapt to climate change. Education stakeholders in many countries have yet to develop a coherent framework for climate change education (CCE). This article underscores the critical role that education can and should play in addressing and responding to climate change in all of its complexity. It provides rationales as to why CCE should be addressed in the context of Education for Sustainable Development (ESD). Advancing CCE in the context of ESD, or Climate Change Education for Sustainable Development (CCESD), requires enhancement of learners’ understanding of the causes and consequences of climate change and their readiness to take actions to address it. The article presents key organizing principles of CCESD and outlines key knowledge, skills, attitudes, dispositions and competences to be foster...
Journal of Education for Sustainable Development, 2015
Climate change education (CCE) is a new phenomenon which is gaining increasing significance in th... more Climate change education (CCE) is a new phenomenon which is gaining increasing significance in the work of international organizations and international non-governmental organizations. Based primarily on a cross-national desk study of national policy documents relevant to CCE in 17 countries, which was commissioned by UNESCO to gain a robust contextualized understanding of national CCE policies to inform UNESCO’s guidelines on CCE in the context of Education for Sustainable Development (ESD), this article argues that CCE, since 2008, has become an issue for policy making in countries ranging from the least developed countries to emerging economies and developed countries. The article seeks to answer two questions. First, how does CCE relate to ESD? Second, what specific roles do national governmental institutions play in the governance of ESD and CCE? The overall trend identified by the cross-national analysis is convergence, rather than divergence, between CCE and ESD; ESD is seen ...
Journal of Education for Sustainable Development, 2008
Concerns have been expressed about the United Nations University's (UNU) Regional Centres of ... more Concerns have been expressed about the United Nations University's (UNU) Regional Centres of Expertise on education for sustainable development (RCE) initiative. While many have discussed RCE's contribution to the United Nations Decade of Education for Sustainable Development (DESD), there has been no attempt to contextualise the RCE initiative in relation to similar, high-profile UN initiatives such as the Global Compact (GC) and UNESCO's World Heritage List, and to delineate the potential and limitations of RCE as a scheme to encourage recognition of ‘good practices’ and an institutional mechanism to address sustainable development. With a view to refining and advancing the RCE initiative conceptually and operationally, this article addresses some of the key issues that have been raised regarding the RCE programme. By comparing it to the World Heritage List and GC, the article clarifies the nature of designation of local networks as RCEs and offers suggestions on how t...
Education is increasingly recognized as an essential part of the solution to the climate crisis. ... more Education is increasingly recognized as an essential part of the solution to the climate crisis. Yet the complex relationship between climate change education (CCE) and how children and young people of the Anthropocene are discursively constituted remains under-theorized. This chapter critically explores the discursive construction of children and youth who make up the Anthropocene generation, with particular reference to overlapping representative framings of this generation in terms of their innocence/vulnerability, their exceptionalism/heroism, their mental health/eco-anxiety, and their agency/activism. We highlight what is invisibilized, obscured, or neglected within these interwoven frames and discuss how they undercut meaningful social and educational responses to the climate crisis. Central to our analysis is the ideal learning subject that emerges from the discursive construction of the Anthropocene generation. This hopeful,
Climate change education (CCE) is a new phenomenon which is gaining increasing significance in th... more Climate change education (CCE) is a new phenomenon which is gaining increasing significance in the work of international organizations and international non-governmental organizations. Based primarily on a cross-national desk study of national policy documents relevant to CCE in 17 countries, which was commissioned by UNESCO to gain a robust con-textualized understanding of national CCE policies to inform UNESCO’s guidelines on CCE in the context of Education for Sustainable Development (ESD), this article argues that CCE, since 2008, has become an issue for policy making in countries ranging from the least developed countries to emerg-ing economies and developed countries. The article seeks to answer two questions. First, how does CCE relate to ESD? Second, what specific roles do national governmental institutions play in the governance of ESD and CCE? The overall trend identified by the cross-national analysis is conver-gence, rather than divergence, between CCE and ESD; ESD is se...
Journal of Education for Sustainable Development, 2007
The concept of Regional Centres of Expertise (RCEs) on Education for Sustainable Development (ESD... more The concept of Regional Centres of Expertise (RCEs) on Education for Sustainable Development (ESD) has been enthusiastically embraced by a diverse array of actors since it was first introduced by the United Nations University (UNU) in 2004. An RCE is conceived of as a ‘network’ of existing organisations of formal, nonformal and informal education, mobilised to promote ESD at the local-regional level. Derived from experiences of mobilising RCEs around the globe, this article offers a range of strategic concepts to explain and facilitate the transformation of RCEs into value-adding localised networks constituting a global network—an emerging ‘Global Learning Space for Sustainable Development’.
Sustainability the Journal of Record Vol. 12 No. 2, 2019
To contribute to the meaningful implementation of SDG 4.7, UNESCO-MGIEP conducted a study to anal... more To contribute to the meaningful implementation of SDG 4.7, UNESCO-MGIEP conducted a study to analyze the extent to which the ideals of SDG 4.7 are embodied in policies and curricula across 22 Asian countries. At one level, MGIEP aimed to establish benchmarks against which future progress can be assessed. It also argued forcefully that we must redefine the purposes of schooling to get at the fundamental challenges associated with promoting peace, sustainability, and global citizenship through education. This case study reports on the findings and implications of this investigation, which were published in 2017 as Rethinking Schooling for the 21st Century: The State of Education for Peace, Sustainable Development and Global Citizenship in Asia.
Journal of Education for Sustainable Development, 2015
This article maps and explains Brazil’s policies, strategies, plans and initiatives related to Cl... more This article maps and explains Brazil’s policies, strategies, plans and initiatives related to Climate Change Education (CCE), in the overall context of Environmental Education (EE) and Education for Sustainable Development (ESD). The case of Brazil offers useful insights on how to enhance climate response through education because of its unique strength in climate policy making and its established EE tradition. The article traces the development of EE in Brazil and provides an overview of the relations between EE and climate change legislations and public policies. Although Brazil established a strong legal framework for EE and the Ministries of the Environment and Education have adopted a number of initiatives to implement the EE policies, climate change legislation addresses education rather superficially. Many other challenges remain, including fully integrating EE in the mainstream work of the Ministry of Education, enhancing the impact of EE policies and programmes, and creati...
Japão RESUMO Propósito-O propósito deste documento é chamar a atenção da comunidade de Educação p... more Japão RESUMO Propósito-O propósito deste documento é chamar a atenção da comunidade de Educação para o Desenvolvimento Sustentável (EDS) para recentes discussões sobre abordagens por competência e examinar a adequação do modelo baseado em competência como meio de conseguir a transformação social e educacional com relação à sustentabilidade. O documento analisa e destaca alguns importantes aspectos dos estudos de caso de autores que contribuíram com a edição especial. Projeto/metodologia/abordagem-O documento se baseia em uma revisão de literatura e reflexões relevantes sobre artigos que constituem esta edição especial. Reflete também as observações dos autores, através de suas constantes interações com profissionais, teóricos e decisores da EDS no contexto da década das Nações Unidas sobre educação para o desenvolvimento sustentável (DEDS) e do ensino superior para o desenvolvimento sustentável (ESDS). Achados-O documento reconhece a natureza altamente complexa das conceitualizações...
enshrined in SDG Target 4.7. The meanings of ESD have shifted in relation to other education move... more enshrined in SDG Target 4.7. The meanings of ESD have shifted in relation to other education movements, including Environmental Education, EFA, and more recently, Global Citizenship Education (GCED). By reviewing how ESD and GCED-as currently defined and promoted by UNESCO-approach climate change and the question of securing a sustainable future for humanity, the article delineates how the recent marriage of ESD and GCED in one target of the SDGs is weakening, rather than reinforcing, their transformative potentials. It concludes by pointing out the limitations of global policy initiatives for education and proposing ways forward to ensure that education contributes to shaping a more sustainable world.
Hundreds of sustainability programs have emerged at universities and colleges around the world ov... more Hundreds of sustainability programs have emerged at universities and colleges around the world over the past 2 decades. A prime question for employers, students, educators, and program administrators is what competencies these programs develop in students. This study explores convergence on competencies for sustainability programs. We conducted a Delphi study with 14 international experts in sustainability education on the framework of key competencies in sustainability by Wiek et al. (Sustain Sci 6: 203–218, 2011), the most frequently cited framework to date. While experts generally agreed with the framework, they propose two additional competencies, suggest a hierarchy of competencies, and specify learning objectives for students interested in a career as sustainability researcher. The refined framework can inform program development, implementation, and evaluation to enhance employability of graduates and facilitate comparison of sustainability programs worldwide.
Abstract To contribute to the meaningful implementation of SDG 4.7, UNESCO‐MGIEP conducted a stud... more Abstract To contribute to the meaningful implementation of SDG 4.7, UNESCO‐MGIEP conducted a study to analyze the extent to which the ideals of SDG 4.7 are embodied in policies and curricula across...
Although the role of education in addressing the challenges of climate change is increasingly rec... more Although the role of education in addressing the challenges of climate change is increasingly recognized, the education sector remains underutilized as a strategic resource to mitigate and adapt to climate change. Education stakeholders in many countries have yet to develop a coherent framework for climate change education (CCE). This article underscores the critical role that education can and should play in addressing and responding to climate change in all of its complexity. It provides rationales as to why CCE should be addressed in the context of Education for Sustainable Development (ESD). Advancing CCE in the context of ESD, or Climate Change Education for Sustainable Development (CCESD), requires enhancement of learners’ understanding of the causes and consequences of climate change and their readiness to take actions to address it. The article presents key organizing principles of CCESD and outlines key knowledge, skills, attitudes, dispositions and competences to be foster...
Journal of Education for Sustainable Development, 2015
Climate change education (CCE) is a new phenomenon which is gaining increasing significance in th... more Climate change education (CCE) is a new phenomenon which is gaining increasing significance in the work of international organizations and international non-governmental organizations. Based primarily on a cross-national desk study of national policy documents relevant to CCE in 17 countries, which was commissioned by UNESCO to gain a robust contextualized understanding of national CCE policies to inform UNESCO’s guidelines on CCE in the context of Education for Sustainable Development (ESD), this article argues that CCE, since 2008, has become an issue for policy making in countries ranging from the least developed countries to emerging economies and developed countries. The article seeks to answer two questions. First, how does CCE relate to ESD? Second, what specific roles do national governmental institutions play in the governance of ESD and CCE? The overall trend identified by the cross-national analysis is convergence, rather than divergence, between CCE and ESD; ESD is seen ...
Journal of Education for Sustainable Development, 2008
Concerns have been expressed about the United Nations University's (UNU) Regional Centres of ... more Concerns have been expressed about the United Nations University's (UNU) Regional Centres of Expertise on education for sustainable development (RCE) initiative. While many have discussed RCE's contribution to the United Nations Decade of Education for Sustainable Development (DESD), there has been no attempt to contextualise the RCE initiative in relation to similar, high-profile UN initiatives such as the Global Compact (GC) and UNESCO's World Heritage List, and to delineate the potential and limitations of RCE as a scheme to encourage recognition of ‘good practices’ and an institutional mechanism to address sustainable development. With a view to refining and advancing the RCE initiative conceptually and operationally, this article addresses some of the key issues that have been raised regarding the RCE programme. By comparing it to the World Heritage List and GC, the article clarifies the nature of designation of local networks as RCEs and offers suggestions on how t...
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Papers by Yoko Mochizuki