TY - JOUR
T1 - Neoliberalism and justice in education for sustainable development
T2 - a call for inclusive pluralism
AU - Kopnina, Helen
AU - Cherniak, Brett
PY - 2016/8/17
Y1 - 2016/8/17
N2 - Commonly conceived, sustainable development is concerned with social and economic equity and maintenance of ecological stability for future generations. The Brundtland Report addresses the ethical principles of intragenerational and intergenerational equity as fundamental pillars of sustainable development. This equity is often defined in economic terms, involving fair distribution of natural resources, and in practice dependent on the workings of a neoliberal market economy. Simultaneously, it is assumed that democratic learning enables students to be critically rational and ethical agents able to make informed choices in regard to sustainability challenges. This article questions whether the benefits of sustainable development should be meant for humans only, and whether concern for environmental sustainability should be limited to the environment’s ability to accommodate social and economic equity. It is argued that the dominant form of pluralism employed within education is essentially anthropocentric, prioritizing social justice over interests of more-than-humans. This article will argue for a bolder move in the direction of inclusive pluralism through eco-representation and reinstatement of education for nature.
AB - Commonly conceived, sustainable development is concerned with social and economic equity and maintenance of ecological stability for future generations. The Brundtland Report addresses the ethical principles of intragenerational and intergenerational equity as fundamental pillars of sustainable development. This equity is often defined in economic terms, involving fair distribution of natural resources, and in practice dependent on the workings of a neoliberal market economy. Simultaneously, it is assumed that democratic learning enables students to be critically rational and ethical agents able to make informed choices in regard to sustainability challenges. This article questions whether the benefits of sustainable development should be meant for humans only, and whether concern for environmental sustainability should be limited to the environment’s ability to accommodate social and economic equity. It is argued that the dominant form of pluralism employed within education is essentially anthropocentric, prioritizing social justice over interests of more-than-humans. This article will argue for a bolder move in the direction of inclusive pluralism through eco-representation and reinstatement of education for nature.
KW - education for sustainable development (ESD)
KW - inclusive pluralism
KW - neoliberalism
UR - http://www.scopus.com/inward/record.url?scp=84961214104&partnerID=8YFLogxK
U2 - 10.1080/13504622.2016.1149550
DO - 10.1080/13504622.2016.1149550
M3 - Article
AN - SCOPUS:84961214104
VL - 22
SP - 827
EP - 841
JO - Environmental Education Research
JF - Environmental Education Research
SN - 1469-5871
IS - 6
ER -