Decolonising education for sustainable development (ESD): The case of the German conceptual framework for secondary schools
Highlights: – A progressive reading of ESD offers opportunities to decolonise SSE. – SDG4, highlighting quality in education, should define the centre of gravity of the SDGs because it has a global and decolonial DNA. – ESD, in its genuine form, should be interpreted as a revolutionary paradi...
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| Format: | Article |
| Language: | deu |
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Bielefeld University
2024-12-01
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| Series: | Journal of Social Science Education |
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| Online Access: | https://www.jsse.org/index.php/jsse/article/view/7093 |
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| _version_ | 1846113527239016448 |
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| author | Subin Nijhawan |
| author_facet | Subin Nijhawan |
| author_sort | Subin Nijhawan |
| collection | DOAJ |
| description |
Highlights:
– A progressive reading of ESD offers opportunities to decolonise SSE.
– SDG4, highlighting quality in education, should define the centre of gravity of the SDGs because it has a global and decolonial DNA.
– ESD, in its genuine form, should be interpreted as a revolutionary paradigm change for rethinking schools as whole institutions and consequently for decolonising teaching.
– Attempts in Germany to reform schools are in jeopardy due to the priority for comparative approaches to education, e.g., PISA.
– To facilitate ESD within given system constraints, global justice offers an appropriate leitmotif to expand and globalise horizons and decolonise teaching practices in SSE.
Purpose: The article offers a progressive reading of ESD with a teaching example to decolonise SSE despite constraints set by the school system.
Design/methodology/approach: The article presents ESD’s idea of thought within ‘the big picture’ of global education. After that, a description of an expert group is given, tasked with developing a conceptual framework for SSE, commissioned by the school administration in Germany and critically reflected on amidst system constraints.
Findings: Full-fledged reforms to rethink schools in the 21st century from scratch to efficiently decolonise and integrate ESD are required.
Research limitations/implications: The last part of the article is limited in its description and critical reflection of the federal German example.
Practical implications: It is recommended that the big picture in terms of promoting global and decolonial dimensions of ESD and facilitating a sustainable transition of schools for achieving the SDGs is kept in sight.
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| format | Article |
| id | doaj-art-af810c066b0e46cfb36e02d3644aa7aa |
| institution | Kabale University |
| issn | 1618-5293 |
| language | deu |
| publishDate | 2024-12-01 |
| publisher | Bielefeld University |
| record_format | Article |
| series | Journal of Social Science Education |
| spelling | doaj-art-af810c066b0e46cfb36e02d3644aa7aa2024-12-21T07:21:27ZdeuBielefeld UniversityJournal of Social Science Education1618-52932024-12-0123410.11576/jsse-7093Decolonising education for sustainable development (ESD): The case of the German conceptual framework for secondary schoolsSubin Nijhawan0Goethe University Frankfurt Highlights: – A progressive reading of ESD offers opportunities to decolonise SSE. – SDG4, highlighting quality in education, should define the centre of gravity of the SDGs because it has a global and decolonial DNA. – ESD, in its genuine form, should be interpreted as a revolutionary paradigm change for rethinking schools as whole institutions and consequently for decolonising teaching. – Attempts in Germany to reform schools are in jeopardy due to the priority for comparative approaches to education, e.g., PISA. – To facilitate ESD within given system constraints, global justice offers an appropriate leitmotif to expand and globalise horizons and decolonise teaching practices in SSE. Purpose: The article offers a progressive reading of ESD with a teaching example to decolonise SSE despite constraints set by the school system. Design/methodology/approach: The article presents ESD’s idea of thought within ‘the big picture’ of global education. After that, a description of an expert group is given, tasked with developing a conceptual framework for SSE, commissioned by the school administration in Germany and critically reflected on amidst system constraints. Findings: Full-fledged reforms to rethink schools in the 21st century from scratch to efficiently decolonise and integrate ESD are required. Research limitations/implications: The last part of the article is limited in its description and critical reflection of the federal German example. Practical implications: It is recommended that the big picture in terms of promoting global and decolonial dimensions of ESD and facilitating a sustainable transition of schools for achieving the SDGs is kept in sight. https://www.jsse.org/index.php/jsse/article/view/7093SDGs goalseducation for sustainable developmentwhole school approachsocial science educationdecolonization of education |
| spellingShingle | Subin Nijhawan Decolonising education for sustainable development (ESD): The case of the German conceptual framework for secondary schools Journal of Social Science Education SDGs goals education for sustainable development whole school approach social science education decolonization of education |
| title | Decolonising education for sustainable development (ESD): The case of the German conceptual framework for secondary schools |
| title_full | Decolonising education for sustainable development (ESD): The case of the German conceptual framework for secondary schools |
| title_fullStr | Decolonising education for sustainable development (ESD): The case of the German conceptual framework for secondary schools |
| title_full_unstemmed | Decolonising education for sustainable development (ESD): The case of the German conceptual framework for secondary schools |
| title_short | Decolonising education for sustainable development (ESD): The case of the German conceptual framework for secondary schools |
| title_sort | decolonising education for sustainable development esd the case of the german conceptual framework for secondary schools |
| topic | SDGs goals education for sustainable development whole school approach social science education decolonization of education |
| url | https://www.jsse.org/index.php/jsse/article/view/7093 |
| work_keys_str_mv | AT subinnijhawan decolonisingeducationforsustainabledevelopmentesdthecaseofthegermanconceptualframeworkforsecondaryschools |