The Significance of "Participation" as an Educational Ideal in Education for Sustainable Development and Health Education in Schools

Autor/inn/en	Andreasen Lysgaard, Jonas; Simovska, Venka
Titel	The Significance of "Participation" as an Educational Ideal in Education for Sustainable Development and Health Education in Schools
Quelle	In: Environmental Education Research, 22 (2016) 5, S.613-630 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2015.1029875
Schlagwörter	Sustainable Development; Health Education; Environmental Education; Social Problems; Curriculum; Psychiatry; Educational Philosophy; Teaching Methods; Student Participation; Foreign Countries + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Social problem; Soziales Problem; Curricula; Lehrplan; Rahmenplan; Psychiatrie; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland
Abstract	This article examines the significance of the concept of participation for teacher meaning-making processes in education for sustainable development and health education. In Scandinavian public schools, education for sustainable development and health education focus on a wide palette of societal problems rather than on narrow curricula. Drawing on selected reviews of research literature on education for sustainable development and health education, Lacanian psychoanalysis provides inspiration for our analysis of the concept of participation, and how it is positioned and enacted in these fields of practice. Essentially, we argue that the concept of participation has a dual nature: it serves both as an educational ideal and as a teaching strategy. We also explore how the failure to achieve the ideal of "true" participation may serve a positive purpose for the teacher; the acknowledgement that participation is not always as genuine as desired establishes a pedagogical situation where ideals of engaging pupils through true participation can continue to exist side by side with clear signs of a less consequential participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01