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ERIC Number: EJ1108093
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1350-4622
Neoliberalism and Justice in Education for Sustainable Development: A Call for Inclusive Pluralism
Kopnina, Helen; Cherniak, Brett
Environmental Education Research, v22 n6 p827-841 2016
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.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A