Citations (42)
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Ann-Sofie Kall, Ola Uhrqvist & Therese Asplund. (2023) What’s the matter in education for sustainable development? How sustainability stories make matter matter as issues or problems. Environmental Education Research 0:0, pages 1-16.
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Yun-Wen Chan. (2023) Developing youth toward pluralistic environmental citizenship: a Taiwanese place-based curriculum case study. Environmental Education Research 29:1, pages 121-147.
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Karen Elizabeth Jordan, Ólafur Páll Jónsson, Ragny Þóra Guðjohnsen, Sigrún Aðalbjarnardóttir & Unnur Edda Garðarsdóttir. (2023) Citizenship, character, sustainability: Differences and commonalities in three fields of education. Journal of Moral Education 52:1, pages 7-20.
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David Olsson. (2022) Facilitating democratic processes for sustainability: the possibilities and limitations of teaching guides for climate change education. Environmental Education Research 28:7, pages 970-985.
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Antti Saari & John Mullen. (2022) Strange loops, oedipal logic, and an apophatic ecology: Reimagining critique in environmental education. Educational Philosophy and Theory 54:3, pages 228-237.
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Ying-Syuan (Elaine) Huang, Blane Harvey & Anila Asghar. (2021) Bureaucratic exercise? Education for sustainable development in Taiwan through the stories of policy implementers. Environmental Education Research 27:7, pages 1099-1114.
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Melki Slimani, Jean-Marc Lange & Michael Håkansson. (2021) The political dimension in environmental education curricula: Towards an integrative conceptual and analytical framework. Environmental Education Research 27:3, pages 354-365.
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Maria Hedefalk, Cecilia Caiman, Christina Ottander & Jonas Almqvist. (2021) Didactical dilemmas when planning teaching for sustainable development in preschool. Environmental Education Research 27:1, pages 37-49.
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Lolita Gelinder, Karin Hjälmeskog & Malena Lidar. (2020) Sustainable food choices? A study of students’ actions in a home and consumer studies classroom. Environmental Education Research 26:1, pages 81-94.
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Hanna Sjögren. (2019) More of the same: A critical analysis of the formations of teacher students through education for sustainable development. Environmental Education Research 25:11, pages 1620-1634.
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Peter Sutoris. (2019) Politicising ESE in postcolonial settings: the power of historical responsibility, action and ethnography. Environmental Education Research 25:4, pages 601-612.
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Katrien Van Poeck. (2019) Environmental and sustainability education in a post-truth era. An exploration of epistemology and didactics beyond the objectivism-relativism dualism. Environmental Education Research 25:4, pages 472-491.
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Michael Håkansson & Leif Östman. (2019) The political dimension in ESE: the construction of a political moment model for analyzing bodily anchored political emotions in teaching and learning of the political dimension. Environmental Education Research 25:4, pages 585-600.
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Thomas Block, Gert Goeminne & Katrien Van Poeck. (2018) Balancing the urgency and wickedness of sustainability challenges: three maxims for post-normal education. Environmental Education Research 24:9, pages 1424-1439.
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Katrien Van Poeck, Ariane König & Arjen E. J. Wals. (2018) Environmental and sustainability education in the Benelux countries: research, policy and practices at the intersection of education and societal transformation. Environmental Education Research 24:9, pages 1234-1249.
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Wim Lambrechts, Luc Van Liedekerke & Peter Van Petegem. (2018) Higher education for sustainable development in Flanders: balancing between normative and transformative approaches. Environmental Education Research 24:9, pages 1284-1300.
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Katrien Van Poeck & Leif Östman. (2018) Creating space for ‘the political’ in environmental and sustainability education practice: a Political Move Analysis of educators’ actions. Environmental Education Research 24:9, pages 1406-1423.
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François Mélard & Pierre M. Stassart. (2018) The diplomacy of practitioners: for an ecology of practices about the problem of the coexistence of wind farms and red kites. Environmental Education Research 24:9, pages 1359-1370.
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Jesper Sjöström, Nadja Frerichs, Vânia G. Zuin & Ingo Eilks. (2017) Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning. Studies in Science Education 53:2, pages 165-192.
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P. Hillbur, M. Ideland & C. Malmberg. (2016) Response and responsibility: fabrication of the eco-certified citizen in Swedish curricula 1962–2011. Journal of Curriculum Studies 48:3, pages 409-426.
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Articles from other publishers (22)
Kewan Mertens, Bosco Bwambale & Gina Delima. (2022) Politicizing disaster governance: Can a board game stimulate discussions around disasters as matters of concern?. Environment and Planning E: Nature and Space 6:1, pages 514-536.
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Ylva UgglaLinda Soneryd. (2023) Possibilities and Challenges in Education for Sustainable Development: The Case of Higher Education. Journal of Education for Sustainable Development 17:1, pages 63-77.
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Patrick Gregori & Patrick Holzmann. (2022) Entrepreneurial practices and the constitution of environmental value for sustainability. Business Strategy and the Environment 31:7, pages 3302-3317.
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Pedro Mauricio Acosta-Castellanos & Araceli Queiruga-Dios. (2022) Education for Sustainable Development (ESD): An Example of Curricular Inclusion in Environmental Engineering in Colombia. Sustainability 14:16, pages 9866.
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JEFF STICKNEY & ADRIAN SKILBECK. (2020)
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