Resumé
| Originalsprog | Engelsk |
|---|---|
| Tidsskrift | European Journal of Geography |
| Vol/bind | 4 |
| Udgave nummer | 3 |
| Sider (fra-til) | 6-20 |
| Antal sider | 14 |
| ISSN | 1792-1341 |
| Status | Udgivet - 1 okt. 2013 |
Citer dette
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From The Human-Environment Theme Towards Sustainability – Danish Geography and Education for Sustainable Development. / Grindsted, Thomas Skou.
I: European Journal of Geography, Bind 4, Nr. 3, 01.10.2013, s. 6-20.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review
TY - JOUR
T1 - From The Human-Environment Theme Towards Sustainability – Danish Geography and Education for Sustainable Development
AU - Grindsted, Thomas Skou
PY - 2013/10/1
Y1 - 2013/10/1
N2 - Research on geography in relation to education for sustainable development (ESD), has only recently climbed the research agenda. The geopolitics of intended learning outcomes in the ESD debate, carries policy that produce dilemmas and challenges confronted with disciplinary traditions. In this article it is examined dialectically how the changing climate and the paradigm of sustainability have been dealt with in Danish geographical university education. It is shown how curriculum programs in higher geographical education have taken different approaches to address issues of sustainability and climate change and how geographers articulate their role and function as knowledge on human-environment interactions changes. The analysis of the geographical education reveal that geographers’ find their discipline contribute considerably to ESD, and thus the human environment theme seems to be associated more closely with sustainability issues.
AB - Research on geography in relation to education for sustainable development (ESD), has only recently climbed the research agenda. The geopolitics of intended learning outcomes in the ESD debate, carries policy that produce dilemmas and challenges confronted with disciplinary traditions. In this article it is examined dialectically how the changing climate and the paradigm of sustainability have been dealt with in Danish geographical university education. It is shown how curriculum programs in higher geographical education have taken different approaches to address issues of sustainability and climate change and how geographers articulate their role and function as knowledge on human-environment interactions changes. The analysis of the geographical education reveal that geographers’ find their discipline contribute considerably to ESD, and thus the human environment theme seems to be associated more closely with sustainability issues.
KW - higher geographical education
KW - climate change
KW - human-environment theme
KW - education for sustainable development
M3 - Journal article
VL - 4
SP - 6
EP - 20
JO - European Journal of Geography
JF - European Journal of Geography
SN - 1792-1341
IS - 3
ER -