Learning in global settings : developing transitions for meaning-making

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Learning in global settings : developing transitions for meaning-making

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Publication Article, peer reviewed scientific
Title Learning in global settings : developing transitions for meaning-making
Author(s) Nordén, Birgitta ; Avery, Helen ; Anderberg, Elsie
Date 2012
English abstract
Global teaching and learning for sustainable development reaches from the classroom to the world outside, and is therefore a particularly interesting setting for practicing transitions skills. The article suggests a number of features perceived as crucial in developing young people’s capability to act in a changing world and under circumstances that are difficult to predict. The suggestions are based on an empirical study of the Lund Calling project, which aimed at implementing a web-based international programme for teaching preventive environmental strategies in Swedish secondary schools. The article first touches on some of the conditions in Sweden that particularly impact young people’s transition to adulthood. Related research in sustainability education is also briefly outlined. Knowledge capability theory is used to discuss results from the empirical study of the Lund Calling project, where interviews were conducted with secondary school students, teachers and headmasters. Based on these interviews, features that appear to be particularly relevant as transition skills in global learning for sustainable development include transdisciplinary action, democratic collaborative action, as well as self-directed and independent initiative. The article concludes that young people today cannot, as in earlier periods of history, base their actions entirely on the traditions of the family or community. Instead, they also need to learn to form their own communities, capable of acting on both local and global levels. Education here plays an important role, to develop necessary transition skills that enable young people to be prepared for a rapidly changing and uncertain world.
DOI http://dx.doi.org/10.2304/rcie.2012.7.4.514 (link to publisher's fulltext)
Publisher Symposium Journals
Host/Issue Research in Comparative and Iinternational Education;4
Volume 7
ISSN 1745-4999
Pages 514-529
Language eng (iso)
Subject(s) learn to learn
transitions
transdisciplinary
youth
networked learning
sustainable development
global learning
capabilities
transcultural
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/14843 (link to this page)

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