Otwarty dostęp

Learnings from the #IndigenousESD Global Research: Twenty-First Century Competencies for All Learners


Zacytuj

Biasutti, M., De Baz, T., & Alshawa, H. (2016). Assessing the infusion of sustainability principles into university Curricula. Journal of Teacher Education for Sustainability, 21–40. Retrieved from https://doi.org/10.1515/jtes-2016-001210.1515/jtes-2016-0012Search in Google Scholar

Bowen, J. (2000). Should we have a universal concept of ‘Indigenous Peoples’ rights’?: Ethnicity and essentialism in the twenty-first century. Anthropology Today, 16(4), 12–16. Retrieved from http://www.jstor.org/stable/267830510.1111/1467-8322.00037Search in Google Scholar

Champagne, D. (2013). UNDRIP (United Nations Declaration on the Rights of Indigenous Peoples). Human, civil, and indigenous rights. Wicazo Sa Review, 28(1), 9–22. Retrieved from https://www.muse.jhu.edu/article/506184Search in Google Scholar

Delors, J. et al. (1996). Learning: The treasure within – Report to UNESCO of the International Commission on Education for the Twenty-first Century. Paris: UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000109590Search in Google Scholar

Department of Economic and Social Affairs of the United Nations Secretariat (UNDESA). (2008). Resource Kit on Indigenous Peoples. New York: United Nations. Retrieved from https://www.un.org/esa/socdev/unpfii/documents/resource_kit_indigenous_2008.pdfSearch in Google Scholar

Faure (1972). Faure, E., Herrera, F., Kaddoura, A., Lopes, H., Petrovsky, A. V., Rahnema, M., & Ward, F. C. Learning to be. The world of education today and tomorrow. Paris: UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000001801Search in Google Scholar

Gray, M. C., Hunter, B., & Schwab, R. G. (2000). Trends in indigenous educational participation and attainment, 1986–96. Australian Journal of Education, 44(2), 101–117. Retrieved from https://doi.org/10.1177/00049441000440020210.1177/000494410004400202Search in Google Scholar

Heasly, B., Iliško, Dz., Salīte, I., & Lindner, J. (2020). The value of process and pedagogy through the sustainability prism. Discourse and Communication for Sustainable Education, 11(2), 1–4.10.2478/dcse-2020-0014Search in Google Scholar

Hopkins, C., & Kohl, K. (2019). Teacher education around the world: ESD at the heart of education – responsibilities and opportunities towards a sustainable future for all. In Karrow, D., & DiGiuseppe, M. (Eds.), Environmental and sustainability education: Canadian perspectives. Cham (CH): Springer Nature AG.Search in Google Scholar

Hopkins, C., & McKeown, R. (2001). Education for sustainable development: Past experience, present action and future prospects. Educational Philosophy and Theory, 33(2), 231–244. Retrieved from https://doi.org/10.1111/j.1469-5812.2001.tb00265.x10.1111/j.1469-5812.2001.tb00265.xSearch in Google Scholar

Kenrick, J., & Lewis, J. (2004). Indigenous peoples’ rights and the politics of the term ‘indigenous’. Anthropology Today, 20(2), 4–9. Retrieved from https://doi.org/10.1111/j.0268-540X.2004.00256.x10.1111/j.0268-540X.2004.00256.xSearch in Google Scholar

Kohl, K., & Hopkins, C. (2020). ESD FOR ALL: Learnings from the #IndigenousESD global research. Journal of Teacher Education for Sustainability, 21(2), 105–120. Retrieved from https://doi.org/10.2478/jtes-2019-002010.2478/jtes-2019-0020Search in Google Scholar

Laurie, R., Nonoyama-Tarumi, Y., McKeown, R., & Hopkins, C. (2016). Contributions of Education for Sustainable Development (ESD) to quality education: A synthesis of research. Journal of Education for Sustainable Development, 10(2), 1–17. Retrieved from https://doi.org/10.1177/097340821666144210.1177/0973408216661442Search in Google Scholar

May, S., & Aikman, S. (2003). Indigenous education: Addressing current issues and developments. Comparative Education, 39(2), 139–145. Retrieved from https://doi.org/10.1080/0305006030254910.1080/03050060302549Search in Google Scholar

McKeown, R., & Hopkins, C. (2006). EE and ESD: Two paradigms, one crucial goal. Applied Environmental Education & Communication, 4(3), 221–224. Retrieved from https://doi.org/10.1080/1533015059100461610.1080/15330150591004616Search in Google Scholar

McKeown, R., & Hopkins, C. (2010). EE p ESD: Defusing the worry. Environmental Education Research, 9:1, 117–128. Retrieved from https://doi.org/10.1080/1350462030346910.1080/13504620303469Search in Google Scholar

Organisation for Economic Co-operation and Development (OECD). (2018). The future of education and skills. Education 2030. Paris: OECD. Retrieved from https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdfSearch in Google Scholar

Power, A., Southbell, B., & Elliot, R. (2007). Teacher education for the future: Some Australian perspectives. Journal of Teacher Education for Sustainability, 27–39. Retrieved from https://doi.org/10.2478/v10099-009-0003-810.2478/v10099-009-0003-8Search in Google Scholar

Rieckmann, M. (2012). Future-oriented higher education: Which key competencies should be fostered through university teaching and learning? Futures, 44(2), 127–135. Retrieved from https://doi.org/10.1016/j.futures.2011.09.00510.1016/j.futures.2011.09.005Search in Google Scholar

Salīte, I., Gedžūne, G., & Gedžūne, I. (2009). Educational action research for sustainability: Seeking wisdom of insight in teacher education. Journal of Teacher Education for Sustainability, 11(2), 14–30. Retrieved from https://doi.org/10.2478/v10099-009-0037-y10.2478/v10099-009-0037-ySearch in Google Scholar

Scott, C. L. (2015c). Education research and foresight. The futures of learning 2: What kind of learning for the 21st century? UNESCO Working Papers. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000242996Search in Google Scholar

Song, S., Perry, L. B., & McConney, A. (2014). Explaining the achievement gap between Indigenous and non-Indigenous students: An analysis of PISA 2009 results for Australia and New Zealand. Educational Research and Evaluation, 20:3, 178–198. Retrieved from https://doi.org/10.1080/13803611.2014.89243210.1080/13803611.2014.892432Search in Google Scholar

United Nations Conference on Environment and Development. (1992). Earth summit, Agenda 21. Retrieved from http://www.un-documents.net/agenda21.htmSearch in Google Scholar

United Nations Educational, Scientific and Cultural Organization (UNESCO). (2012). Education for sustainable development. Sourcebook. Paris: UNESCO. Retrieved from https://sustainabledevelopment.un.org/content/documents/926unesco9.pdfSearch in Google Scholar

United Nations Educational, Scientific and Cultural Organization. (2014). UNESCO world conference on education for sustainable development, Aichi-Nagoya, Japan, 2014: Aichi-Nagoya Declaration on Education for Sustainable Development. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000231074Search in Google Scholar

United Nations Educational, Scientific and Cultural Organization. (2015a). Education 2030 – incheon declaration and framework for action for the implementation of Sustainable Development Goal 4. Paris: UNESCO. Retrieved from http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdfSearch in Google Scholar

United Nations Educational, Scientific and Cultural Organization. (2015b). UNESCO rethinking education. Towards a global common good? Paris: UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000232555Search in Google Scholar

United Nations Educational, Scientific and Cultural Organization. (2016). UNESCO global education monitoring report 2016: Education for people and planet: Creating sustainable futures for all. Paris: UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000245752Search in Google Scholar

United Nations Educational, Scientific and Cultural Organization. (2017a). Education for sustainable development goals: Learning objectives. Paris: UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000247444Search in Google Scholar

United Nations Educational, Scientific and Cultural Organization. (2017b). UNESCO global education monitoring report 2017/2018: Accountability in education: Meeting our commitments. Paris: UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000259338Search in Google Scholar

United Nations Educational, Scientific and Cultural Organization. (2018). UNESCO policy on engaging with Indigenous peoples. Paris: UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000262748Search in Google Scholar

United Nations Educational, Scientific and Cultural Organization. (2019). The future of education initiative. Retrieved from https://en.unesco.org/futuresofeducation/Search in Google Scholar

United Nations General Assembly. (1987). Development and international co-operation: Environment report of the world commission on environment and development. Annex. Report of the world commission on environment and development. Our common future. Released by the Brundtland Commission. Retrieved from https://sustainabledevelopment.un.org/content/documents/5987our-common-future.pdfSearch in Google Scholar

United Nations General Assembly. (2007). United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP). New York: United Nations. Retrieved from https://www.un.org/development/desa/indigenouspeoples/wp-content/uploads/sites/19/2018/11/UNDRIP_E_web.pdfSearch in Google Scholar

United Nations General Assembly. (2015). Transforming our world: The 2030 Agenda for sustainable development. New York: United Nations. Retrieved from https://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=ESearch in Google Scholar

United Nations General Assembly. (2016). Rights of Indigenous peoples. Retrieved from https://undocs.org/en/A/RES/71/178Search in Google Scholar

United Nations General Assembly. (2017). Education for sustainable development in the framework of the 2030 Agenda for sustainable development. Retrieved from https://digitallibrary.un.org/record/1318978Search in Google Scholar

United Nations General Assembly. (2019). Education for sustainable development in the framework of the 2030 Agenda for sustainable development. Retrieved from https://undocs.org/en/A/74/381/Add.8Search in Google Scholar

eISSN:
1691-5534
Język:
Angielski
Częstotliwość wydawania:
2 razy w roku
Dziedziny czasopisma:
Social Sciences, Education, other