Neoliberalism and justice in education for sustainable development: a call for inclusive pluralism

Kopnina, Helen and Cherniak, Brett (2016) Neoliberalism and justice in education for sustainable development: a call for inclusive pluralism. Environmental Education Research, 22 (6). pp. 827-841. ISSN 1350-4622

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Commonly conceived, sustainable development is concerned with social and economic equity and maintenance of ecological stability for future generations. The Brundtland Report addresses the ethical principles of intragenerational and intergenerational equity as fundamental pillars of sustainable development. This equity is often defined in economic terms, involving fair distribution of natural resources, and in practice dependent on the workings of a neoliberal market economy. Simultaneously, it is assumed that democratic learning enables students to be critically rational and ethical agents able to make informed choices in regard to sustainability challenges. This article questions whether the benefits of sustainable development should be meant for humans only, and whether concern for environmental sustainability should be limited to the environment’s ability to accommodate social and economic equity. It is argued that the dominant form of pluralism employed within education is essentially anthropocentric, prioritizing social justice over interests of more-than-humans. This article will argue for a bolder move in the direction of inclusive pluralism through eco-representation and reinstatement of education for nature.

Item Type: Article
Uncontrolled Keywords: education for sustainable development (ESD); inclusive pluralism; neoliberalism
Subjects: F800 Physical and Terrestrial Geographical and Environmental Sciences
L900 Others in Social studies
X900 Others in Education
Department: Faculties > Business and Law > Newcastle Business School
Depositing User: Elena Carlaw
Date Deposited: 22 Sep 2021 13:07
Last Modified: 22 Sep 2021 13:15

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