2,783
Views
39
CrossRef citations to date
0
Altmetric
RESEARCH ARTICLES

Ruling relationships in sustainable development and education for sustainable development

&

References

  • Agha Khan, S. (2005). Développement durable, une notion pervertie. Manière de voir—Le monde diplomatique, 81, 68–71.
  • Asamblea legislativa plurinacional—Bolivia. (2012). Ley Marco de la Madre Tierra y Desarrollo Integral para Vivir Bien. Retrieved from: http://www.icees.org.bo/wp-content/uploads/2012/06/ley-marco-de-la-madre-tierra-y-desarrollo-integral-para-vivir-bien-aprobado-en-senado-2012.pdf
  • Bayon, D., Flipo, F. & Schneider, F. (2012). La décroissance: Dix questions pour comprendre et débattre. Paris, France: La Découverte.
  • Berger, P. L., & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. New York, NY: Doubleday & Anchor.
  • Berr, E. (2013). L'écodéveloppement comme fondement d'une économie politique du développement durable? Revue Francophone du Développement Durable, 2, 8–21.
  • Bengtsson, S. (2016). Hegemony and the politics of policy-making for education for sustainable development : A case study in Vietnam. The Journal of Environmental Education, 47(2), 77–90.
  • Berryman, T. (1999). Relieving modern day atlas of an illusory burden: Abandoning the hypermodern fantasy of an education to manage the globe. Canadian Journal of Environmental Education, 4, 50–68.
  • Berryman, T. (2006–2007). Des pistes pour institutionnaliser l'éducation relative à l'environnement dans la trajectoire obligatoire de la formation initiale à l'enseignement primaire. Éducation relative à l'environnement: Regards—Recherches—Réflexions, 6, 137–158.
  • Berryman, T. (2008). Éducation, systèmes de formation et développement durable : histoires, textes et actions. Pour, 198, 54–61.
  • Berryman, T. (2011). S'émanciper du maître mètre, de l'Homme qui mesure et manipule. In B. Bader & L. Sauvé (Eds.), Éducation, environnement et développement durable: vers une écocitoyenneté critique (pp. 45–101). Québec: Presses de l'Université Laval.
  • Berryman, T. & Sauvé, L. (2013). Languages and discourses of education, environment and sustainable development. In R. B. Stevenson, M. Brody, J. Dillon & A. Wals (Eds,), International handbook of research on environmental education (pp. 133–147). Washington, DC: American Educational Research Association/Routledge.
  • Blackmore, E., Underhill, R., McQuilkin, J., Leach, R. & Holmes, T. (2013). Common cause for nature: A practical guide to values and frames in conservation. UK: Public Interest Research Centre.
  • Brenner, A. (2010). Manuel d'éthique de l'environnement. De la théorie à la pratique. Fribourg, France: Academic Press of Fribourg.
  • Calvino, I. (1985). Mr Palomar. Orlando, FL: Harcourt.
  • Chilton, P., Crompton, T., Kasser, T., Maio, G. & Nolan. A. (2012). Communicating bigger-than-self problems to extrinsically-oriented audiences. Common Cause Foundation. Report Published in partnership by Climate Outreach and Information Network, Campaign to Protect Rural England, Friends of the Earth, Oxfam, WWF. Retrieved from http://valuesandframes.org/downloads/
  • Clément, P., Caravita, S. (2011). Éducation pour le Développement Durable (EDD) et compétences des élèves dans l'enseignement secondaire. Retrieved from https://halshs.archives-ouvertes.fr/hal-01026073/document.
  • Cling, J.-P., Razafindrakoto, M. & Roubaud, F. (2013). Is the World Bank compatible with the “Socialist-oriented market economy”? A political economy approach applied to the case of Vietnam. Revue de la régulation, 13. Retrieved from https://regulation.revues.org/10081
  • Crompton, T. & Kasser, T. (2009). Meeting environmental challenges: The role of human identity. WWF-UK. Surrey: Greenbooks.
  • D'Alisa, G., Demaria, F. & Kallis, G. (2014). Introduction. In G. D'Alisa, F. Demaria, & G. Kallis (Eds.), Degrowth: A vocabulary for a new era (pp. XXIII–XXVI). New York, NY: Routledge.
  • Delgado, F., Rist, S. & Escobar, C. (2010), El desarrollo endógeno sustentable como interfaz para implementar en vivir bien en la gestión pública boliviana. La Paz, Bolivia: Plural Editores.
  • Descola P. (2005). Par-delà nature et culture [Beyond nature and culture]. Paris: nrf Gallimard.
  • Descola, P. (2014). La composition des mondes : Entretiens avec Pierre Charbonnier. Paris, France: Flammarion.
  • Evernden, N. (1985). The natural alien: Humankind and environment. Toronto, Canada: University of Toronto Press.
  • Fischer-Kowalski, M., Haas, W., Wiedenhofer, D., Weisz, U., Pallua, I., Possanner, N., … Weis, E. (2012). Socio-ecological transitions: Definition, dynamics and related global scenarios. Brussels, Belgium: NEUJOBS, Institute for Social Ecology, AAu, Austria/Centre for European Policy Studies. Retrieved from http://www.neujobs.eu
  • Francis I. (2015). Laudato Si’. [Encyclical Letter on Care for our Common Home]. Accessed January 19, 2016. http://w2.vatican.va/content/dam/francesco/pdf/encyclicals/documents/papa-francesco_20150524_enciclica-laudato-si_en.pdf
  • Gabriele, A. (2006). Social services policies in a developing market economy oriented towards socialism: The case of health system reforms in Vietnam. Review of International Political Economy, 13(2), 258–289.
  • Gendron, C. (2014). Beyond environmental and ecological economics: Proposal for an economic sociology of the environment. Ecological Economics, 105, 240–253.
  • Girault, Y., & Sauvé, L. (2008). L'éducation à l'environnement ou au développement durable: Quels enjeux pour l'éducation scientifique? Aster, 46, 7–30.
  • Girault, Y., Zwang, A., & Jeziorski, A. (2013). Finalités et valeurs de différentes politiques d'éducation à la soutenabilité. Éducation relative à l'environnement—Regards, Recherches, Réflexions, 11, 61–80.
  • González-Gaudiano, E. (2015). Education : A road to nowhere or a path for a more sustainable future? A southern perspective. In D. Selby, & F. Kagawa (Eds.), Sustainability frontiers—critical and transformative voices from the borderlands of sustainability education (pp. 43–58). Toronto, Canada: Barbara Budrich Publishers.
  • Gutierrez G. E. & González-Gaudiano, E. (2010). De las teorías del desarrollo al desarrollo sustentable. Mexico: Siglo Veintiuno Editores.
  • Hart, P. (2003). Teachers' thinking in environmental education: Consciousness and responsibility. New York, NY: Peter Lang.
  • Hopkins, R. (2008). The transition handbook : From oil dependency to local resilience. White River Junction, VT, USA: Chelsea Green Publishing.
  • Hopkins, R. (2010). Why resilience beats sustainability—Rob Hopkins on transition in the city. Retrieved from http://www.treehugger.com/corporate-responsibility/why-resilience-beats-sustainability-rob-hopkins-on-transition-in-the-city-video.html.
  • Huanacuni, F. (2010). Buen Vivir/Vivir Bien. Filosofía, políticas, estrategias y experiencias regionales andinas, La Paz, Coordinadora Andina de Organizaciones Indígenas.
  • Huckle, J. (1996). Realizing sustainability in changing times. In J. Huckle & S. Sterling (Eds.), Education for sustainability (pp. 3–17). New York, NY: Taylor and Francis.
  • Jickling, B. (1992). Why I don't want my children to be educated for sustainable development: Sustainable belief. The Journal of Environmental Education, 23(4), 5–8.
  • Jickling, B., & Wals, A. (2008). Globalization and environmental education: Looking beyond sustainable development. Journal of Curriculum Studies, 40(1), 1–21.
  • Laessoe, J., & Ohman, J. (Eds). (2010). Special issue: Democracy and values in environmental and sustainability education: Research contributions–from Denmark and Sweden. Environmental Education Research, 16(1), 1–171.
  • Lange, J.M. (2008). L’Éducation au développement durable au regard des spécialités enseignantes. Aster, 46. 123–154.
  • Laval, C., & Weber, L. (2002). Le nouvel ordre éducatif mondial. Paris, France: Éditions Nouveaux Regards & Éditions Syllepse.
  • Leff, E. (2014). La apuesta por la vida—Imaginación sociológica e imaginarios sociales en los territorios ambientales del sur. Mexico: Siglo Veintiuno Editores.
  • Leopold, A. (1949). A sand county almanac. New York, NY: Oxford University Press.
  • Maio G., Pakizeh, A., Cheung, W.-Y., & Rees, K. J. (2009). Changing, priming, and acting on values: Effects via motivational relations in a circular model. Journal of Personality and Social Psychology, 97 (4), 699–715.
  • Manier, B. (2012). Un million de révolutions tranquilles. Paris: Les liens qui libèrent.
  • Morin, E. (1999). Seven complex lessons in education for the future. Paris, France: Unesco.
  • Noddings, N. (2003). Happiness and education. Cambridge, UK: Cambridge University Press.
  • O'Sullivan, E. (1999). Transformative learning: Educational vision for the 21st century. Toronto, Canada: University of Toronto Press.
  • OECD and World Bank. (2012). Incorporating green growth and sustainable development policies into structural reform agendas. Retrieved from http://www.oecd.org/eco/greeneco/G20_report_on_GG_and_SD_final.pdf
  • Orr, D. (1990). The virtue of conservation education. Conservation Biology, 4(3), 219–220.
  • Orr, D. (1994). Earth in mind: On education, environment and the human prospect. Washington, DC: Island Press.
  • Payne, P. (1999). Postmodern challenges and modern horizons: Education ‘for being for the environment.’ Environmental Education Research, 5(1), 5–34.
  • Payne, P. (2003/2006). The technics of environmental education. In A. Reid & W. Scott (Eds.), Researching education and the environment: Retrospect and prospects (pp. 241–256). London, England: Routledge.
  • Payne, P. (2006). Environmental education and curriculum theory. Journal of Environmental Education, 37(2), 25–35.
  • Petrella, R. (2000). L'éducation, victime de cinq pièges : À propos de la société de la connaissance. Montréal, Canada: Fides.
  • Popkewitz, T. (2004). Une perspective comparative des partenariats, du contrat social et des systèmes rationnels émergents. Dans M. Tardif & C. Lessard (Eds.) La profession d'enseignant aujourd'hui : évolutions, perspectives et enjeux internationaux (pp. 243–264). Saint-Nicolas: Presses de l'Université Laval.
  • Postman, N. (1995). The end of education : Redefining the value of school. New York, NY: Vintage Press.
  • República del Bolivia. (2009). Nueva Constitución politica del Estado de Bolivia. Retrieved from http://libresdelsur.org.ar/archivo/IMG/pdf/NUEVA.pdf.
  • República del Ecuador. (2008). Republic of Ecuador Constitution of 2008. Retrieved from http://pdba.georgetown.edu/Constitutions/Ecuador/english08.html
  • Rist, G. (2007). Le développement—Histoire d'une croyance occidentale [The History of Development : From Western Origins to Global Faith]. Paris: Presses de la Fondation nationale des sciences politiques.
  • Robottom, I. (2005). Critical environmental education research: Re-engaging the debate. Canadian Journal of Environmental Education, 10, 62–78.
  • Rydahl, M. (2014). Heureux comme un Danois: les 10 clés du bonheur. Paris, France: Grasset.
  • Sachs, I. (1981). Initiation à l'écodéveloppement. Toulouse, France: Privat.
  • Sachs, I. (2007). La troisième rive. Paris, France: Editions Bourin.
  • Sachs, I. (2013). Plaidoyer pour l'écodéveloppement. Revue Francophone du développement durable, 2, 5–7.
  • Sauvé, L. (1996). Environmental education and sustainable development: Further appraisal. Canadian Journal of Environmental Education, 1(1), 1–30.
  • Sauvé, L. (1999). Environmental education between modernity and postmodernity: Searching for an integrating educational framework. Canadian Journal of Environmental Education, 4(1), 9–35.
  • Sauvé, L. (2000). Environmental education, between modernity and postmodernity—Searching for an integrative framework. In A. Jarnet, B. Jickling, L. Sauvé, A. Wals & P. Clarkin. (Eds.), The future of environmental education in a postmodern world? (pp. 44–56). Whitehorse, Alaska: Yukon College.
  • Sauvé, L. (2003). Sustainable development in education: Consensus as an ethical issue. In W. Scott & S. R. Gough (Eds.), Key issues in sustainable development and learning: A critical review (pp. 145–147). London, England: Routledge Falmer.
  • Sauvé, L. (2005). Currents in environmental education—Mapping a complex and evolving pedagogical field. The Canadian Journal of Environmental Education, 10, 11–37. Retrieved from http://cjee.lakeheadu.ca/index.php/cjee/article/view/175/9.
  • Sauvé, L. (2006). L'organisation et la structuration du secteur de l'éducation en réponse au programme onusien du développement durable. Liaison Énergie-Francophonie, 72, 33–41.
  • Sauvé, L. (2007). La dérive et l'impasse du développement durable. In S. Mongeau, (Ed.), Objecteurs de croissance (pp. 33–57). Montréal, Canada: Éditions Écosociété.
  • Sauvé, L. (2009). Being here together. In M. McKenzie, P. Hart, B. Heesoon, & B. Jickling (Eds.), Fields of green : Restorying culture, environment, and education (pp. 325–335). Cresskill, NJ: Hampton Press.
  • Sauvé, L. (2011). La prescription du développement durable en éducation: la troublante histoire d'une invasion barbare. In B. Bader & L. Sauvé (Eds.), Éducation, environnement et développement durable: Vers une écocitoyenneté critique (pp. 17–43). Québec: Les Presses de l'Université Laval.
  • Sauvé, L. (2013a). À la recherche de fondements pour une écocitoyenneté: le passage obligé du développement durable? Revue Francophone du développement durable, 1, 16–29.
  • Sauvé, L. (2013b). Au coeur des questions socio-écologiques: Des savoirs à construire, des compétences à développer. Éducation relative à l'environnement—Regards, Recherches, Réflexions, 11, 19–40.
  • Sauvé, L. (2014). Quels fondements pour une éducation écocitoyenne? Développement durable et Vivir Bien : des propositions contrastées. In A. Diemer & C. Marquat (Eds.), Éducation au développement durable—Enjeux et controverses (pp. 119–137). Bruxelle, Belgium: De Boeck.
  • Sauvé, L. (2015). The political dimension of environmental education edge and vertigo. In D. Selby & F. Kagawa (Eds.), Sustainability frontiers: Essays from the edges of Sustainability Education (pp. 99–112). Farmington Hills, MI: Barbara Budrich Publishers.
  • Sauvé, L., & Berryman, T. (2001). Contre de nouvelles aliénations. Politis, 34, 18
  • Sauvé, L., & Berryman, T. (2009). Challenging a «Closing circle»: Alternative research agendas for the ESD decade. In B. Chalkley, M. Haig, & D. Higgitt (Eds.), Education for sustainable development—Papers in honour of the United Nations decade of education for sustainable development (2005–2014) (pp. 229–232). New York, NY: Routledge.
  • Sauvé, L., Berryman, T., & Brunelle, R. (2000). International proposals for environmental education: Analysing a ruling discourse. In V. Papadimitriou (Ed.), Proceedings: International Conference in Environmental Education in the Context of Education for the 21st Century—Prospects and Possibilities (pp. 42–63). Larisa, Greece: Ministry of Education and Religious Affairs, Ministry of Environment, Physical Planning and Public Works.
  • Sauvé, L., Berryman, T. & Brunelle, R. (2007). Three decades of international guidelines for environment related education: A critical hermeneutic of the UN Discourse. The Canadian Journal of Environmental Education, 12, 33–54.
  • Sauvé, L., Brunelle, R., & Berryman, T. (2005). Influence of the globalized ang globalizing sustainable development framework on national policies related to environmental education. Policy Futures in Education, 3(3), 271–283. Retrieved from http://www.wwwords.co.uk/pfie/content/pdfs/3/issue3_3.asp
  • Sauvé, L., & Girault, Y. (Eds.). (2014). Les enjeux éthiques des politiques publiques en matière d'environnement. Thematic issue of Éthique publique, 16(1), 268. Retrieved from http://ethiquepublique.revues.org/1308
  • Sauvé, L., Naoufal, N. & Auzou, E. (2013). Pour une éco-alimentation—Dix belles histoires. Québec: Les Presses de l'Université du Québec.
  • Sauvé, L., & Orellana, I. (2008). Conjuguer rigueur, équité, créativité et amour: L'exigence de la criticité en éducation relative à l'environnement. Éducation relative à l'environnement—Regards, Recherches, Réflexions, 7, 7–20.
  • Sauvé, L., & Orellana, I. (2014a). Programa de formación de líderes comunitarios en ecodesarrollo y salud ambiental—Ecominga amazónica. En el marco del proyecto de cooperación interuniversitaria Ecodesarrollo comunitario y salud ambiental en Bolivia (ACDI/AuCC). Retrieved from http://www.ecominga.uqam.ca/WEB/fr/PFE.pdf.
  • Sauvé, L., & Orellana, I. (2014b). Entre développement durable et vivir bien : Repères pour un projet politico-pédagogique, Éthique Publique, 16(1), 2a39–258.
  • Schumacher, E. F. (1977). A guide for the perplexed. New York, NY: Harper & Row.
  • Schwartz, S. H. (1992). Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. Advances in Experimental Social Psychology, 25, 1–65.
  • Searles, H. (1960). The nonhuman environment: In normal development and in schizophrenia. New York, NY: International Universities Press. Monograph Series on Schizophrenia No. 5.
  • Selby, D. (2015). Thoughts from a darkened corner: Transformative learning for the gathering storm. In D. Selby & F. Kagawa (Eds.), Sustainability frontiers—Critical and transformative voices from the borderlands of sustainability education (pp. 21–42). Toronto, Canada: Barbara Budrich Publishers.
  • Sheldon, K., Nichols, C. & Kasser, T. (2011). Americans recommend smaller ecological footprints when reminded of intrinsic American values of self-expression, family, and generosity. Ecopsychology, 3(2), 97–104.
  • Smith, D. (2005). Institutional ethnography: A sociology for people. Lanham, MD: AltaMira Press.
  • Stengers, I. (1996). Cosmopolitiques. Paris, France: La découverte.
  • Summers, M., & Childs, A. (2007). Student science teachers' conceptions of sustainable development: An empirical study of three postgraduate training cohorts. Research in Science & Technological Education, 25(3), 307–327.
  • Thomashow, M. (1996). Ecological identity: Becoming a reflective environmentalist. Cambridge: MIT Press.
  • UNEP. (2011). Towards a green economy: Pathways to sustainable development and poverty eradication. Retrieved from http://www.unep.org/greeneconomy/GreenEconomyReport.
  • UNESCO. (2014). Global citizenship education: Preparing learners for the challenges of the twenty-first century. Paris: Unesco. Retrieved from http://unesdoc.unesco.org/images/0022/002277/227729E.pdf.
  • World Commission on Environment and Development [WCED]. (1987). Our common future. Oxford, UK: Oxford University Press.
  • Ziegler, J. (2013). Les nouveaux maîtres du monde et ceux qui leur résistent. Paris, France: Points.
  • Zwang. A., & Girault, Y. (2012). Quelle(s) spécificité(s) pour l'éducation au développement durable?, Spirale 50, 181–195.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.