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020 _a9789811323690
_9978-981-13-2369-0
024 7 _a10.1007/978-981-13-2369-0
_2doi
050 4 _aGE70-GE90
072 7 _aJN
_2bicssc
072 7 _aEDU000000
_2bisacsh
072 7 _aJN
_2thema
072 7 _aRNU
_2thema
082 0 4 _a333.7071
_223
100 1 _aLeder, Stephanie.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aTransformative Pedagogic Practice
_h[electronic resource] :
_bEducation for Sustainable Development and Water Conflicts in Indian Geography Education /
_cby Stephanie Leder.
264 1 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2018.
300 _aXXVIII, 308 p. 53 illus., 46 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aEducation for Sustainability,
_x2367-1769
505 0 _a1 Introduction: Education for Sustainable Development in India -- 2 Theoretical Considerations on Pedagogic Practice and its Transformative Potential -- 3 Education for Sustainable Development and Argumentation -- 4 Education and Water Conflicts in Pune, India -- 5 A Framework for Qualitative Geographical Education Research -- 6 Academic Frameworks for Formal School Education and ESD Principles -- 7 Pedagogic Practice, ESD Principles and the Perspectives of Students, Teachers and Educational Stakeholders -- 8 Opportunities for Interpreting ESD Principles through Argumentation in Pedagogic Practice -- 9 The Transformative Potential of Pedagogic Practice -- 10 Research Prospects and Strategies for Translating ESD in Pedagogic Practice.
520 _aThis book explores how the transnational Education for Sustainable Development (ESD) policy is being translated into formal school education in India. Stephanie Leder investigates the ESD’s transformative potential for pedagogic practice and builds a set of principles for how the global objectives of the ESD can be interpreted in diverse socio-cultural contexts. Her approach for transformative pedagogic practice emphasizes the promotion of a critical consciousness through argumentation skills. Using the case of water conflicts in geography education in India, the book reveals the contradictions between ESD objectives and curricula, syllabi, textbooks and classroom teaching at secondary schools in Pune, Maharashtra. Leder’s approach demonstrates how principles of schooling can be altered towards learner-centered, problem-posing and network-thinking teaching approaches to empower students towards reflective decision-making on the sustainable use of natural resources.
650 0 _aEnvironmental education.
650 0 _aSustainable development.
650 1 4 _aEnvironmental and Sustainability Education.
_0http://scigraph.springernature.com/things/product-market-codes/O48000
650 2 4 _aSustainable Development.
_0http://scigraph.springernature.com/things/product-market-codes/U34000
650 2 4 _aEducational Policy and Politics.
_0http://scigraph.springernature.com/things/product-market-codes/O19000
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789811323683
776 0 8 _iPrinted edition:
_z9789811323706
830 0 _aEducation for Sustainability,
_x2367-1769
856 4 0 _uhttps://doi.org/10.1007/978-981-13-2369-0
912 _aZDB-2-EDA
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