Literaturnachweis - Detailanzeige
| Autor/inn/en | Hunter, Sharon; Cassidy, Claire |
|---|---|
| Titel | Teachers and Learning for Sustainability: Rights, Democracy and Social Justice |
| Quelle | In: Scottish Educational Review, 51 (2019) 1, S.7-16 (10 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0141-9072 |
| Schlagwörter | Sustainable Development; Civil Rights; Democracy; Social Justice; Teacher Role; Foreign Countries; Standards; Teacher Educators; Anti Intellectualism; Student Teachers; Teacher Education; Knowledge Level; Political Issues; Teacher Competencies; United Kingdom (Scotland) |
| Abstract | Educational institutions have an important role in the achievement of the United Nations' sixteenth Sustainable Development Goal (SDG) to promote just, peaceful and inclusive societies. In Scotland, all teachers must meet Professional Standards, at the heart of which is a set of goods that include sustainability, democracy, equality, human rights, and social justice. The contemporary parlous state of certain social goods and basic liberties is a spur to a long-overdue interrogation of key values and commitments in the context of Uearning for Sustainability. This article aims to explore and problematize the notion of Uearning for Sustainability in relation to the work of the teacher. (As Provided). |
| Anmerkungen | Scottish Educational Review. School of Education, University of Edinburgh, Holyrood Road, Edinburgh EH8 8AQ, Scotland, UK. e-mail: ser@stir.ac.uk; Website: http://www.scotedreview.org.uk |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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