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ERIC Number: EJ1429964
Record Type: Journal
Publication Date: 2024-Sep
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0958-5176
EISSN: EISSN-1469-3704
Critical Education for Sustainability and Chantal Mouffe's Green Democratic Revolution
John Huckle
Curriculum Journal, v35 n3 p429-446 2024
How should the curriculum for older school students address the transition to sustainable futures? This article seeks to answer this question by reference to the marginalisation of education for sustainability (EfS) in England after 2010; its re-emergence around 2020, prompted largely by students' protests over climate change: and the continuing need for critical approaches that acknowledge the contested nature of sustainability. Gramsci's theory of hegemony as developed by Gilbert and Williams, is used to explain the marginalisation of EfS while Mouffe's advocacy of a green democratic revolution, shaped by a blend of eco-socialist, post-developmental and decolonial thought, suggests what a critical EfS should cover and why it should be linked to radical global citizenship education. Neoliberal, socially democratic and eco-socialist discourses of sustainability and a green transition should feature in the curriculum and agonistic pedagogy should be employed to enable students to reflect and act on these and so develop their political literacy. The Curriculum for Wales can accommodate such pedagogy and an incoming Labour government in Westminster can learn from its example.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A