Global Teaching and Learning towards Sustainable Development

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Global Teaching and Learning towards Sustainable Development

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Publication Other
Title Global Teaching and Learning towards Sustainable Development
Author(s) Nordén, Birgitta
Date 2014
English abstract
Towards sustainability the implementation of Global Learning for Sustainable Development (GLSD) is crucial. A better understanding of how to – from a global didactic angle – establish globally genuine dialoguesforming nuanced conceptions of sustainable development (SD) is necessary. Global teaching as well as global learning has to identify the challengesin various contexts for transdisciplinaryknowledge formation. Aiming to reach established and new target groups; higher education and secondary school as well as informal learning situations demands a holistic understanding. Highlighted froma perspectiveof preventive management strategies for SD, understanding collaboratively could serve as a tool to reacha deeper knowledge formation processthrough global learning i.e. GLSD. Notwithstanding, the global perspective has to be integrated in curriculum to achieve a competence-driven globalcurriculum. Thereby, capabilities through constructive interaction for various intercultural qualities of global learning and knowledge formation for sustainable development will be a central part of the outcome.
Pages 1-13
Language eng (iso)
Subject(s) global learning
global teaching
ESD
GLSD
Global Learning for Sustainable Development
Education for Sustainable Development
secondary school
formal learning
informal learning
knowledge formation process
global contexts
knowledge capabilities
collaboration
transdisciplinary approaches
process perspective.
Teaching subject matter
Teaching transdisciplinary
holistic understanding
Humanities/Social Sciences
Research Subject Categories::INTERDISCIPLINARY RESEARCH AREAS
Note Sino-Swedish Meeting, School of Education Science and Administration at Yunnan Normal University, Kunming, Yunnan, China. 31 October, 2014.
Handle http://hdl.handle.net/2043/19628 (link to this page)

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