Research and innovation in Education for Sustainability and Social Justice
Code: 45014 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 4313815 Research in Education | OT | 0 | 2 |
Contact
- Name:
- Antonio Manuel Santisteban Fernandez
- Email:
- antoni.santisteban@uab.cat
Teaching groups languages
You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.
Teachers
- Neus Banqué Martínez
- Merce Junyent Pubill
- Mariona Massip Sabater
- Carles Anguera Cerarols
Prerequisites
There aren't
Objectives and Contextualisation
Research and innovation in education for sustainability and consumer education are an opportunity to reflect and advance the design of curricula, skills training models and proposals.
The module takes as a starting point for research and innovation in environmental education, consumer education and economic education, and various ways to address, through education, relationships between people and the environment and among their own people.
We must encourage the formation of citizens able to meet the challenges requires a complex and globalized world, which manifests imbalances and inequalities in various scales. Visibilisation of sexism and inequalities, awareness-raising and creation of opinions.
It is necessary to propose an education for global social justice, taking into account the Sustainable Development Goals. And it is necessary to make proposals for Education for the Future.
Learning Outcomes
- CA34 (Competence) Act in the field of knowledge while assessing sex/gender based inequalities.
- CA66 (Competence) Make proposals for improvement and/or innovation projects grounded on research-based evidence in education for sustainability and social justice.
- CA67 (Competence) Act in the field of knowledge, assessing the social, economic and environmental impact.
- KA66 (Knowledge) Describe the methodological paradigms, approaches and designs of research on education for sustainability and social justice.
- KA67 (Knowledge) Identify problems and respond to educational needs by taking innovative approaches.
- KA68 (Knowledge) Recognise the ethical principles of research when conducing studies.
- SA53 (Skill) Produce a comprehensive review of the scientific literature on science and mathematics education in accordance with the research and/or innovation topic.
- SA54 (Skill) Analyse different types of data obtained in research in the field of education for sustainability and social justice in accordance with its nature.
Content
Field 1: Environmental Education / Education for Sustainability
• Current trends in education for sustainability, innovation and research.
• Complexity and greening. To train professionals with skills in environmental education and curriculum greening.
Field 2: Consumer Education
• Approaches consumer education curriculum. Models of teacher training in consumer education.
• The relationship between economic education and consumer education. Economic citizenship.
Field 3: Social Justice Education / Education for the Future
• Training of critical thinking, conflict, inequality and gender. The perspective of global citizenship.
• Possible, Probable and Preferred futures.
Methodology
TEACHING METHODOLOGY AND TRAINING ACTIVITIES:
- Lectures by the teacher.
- Reading articles and documentaries.
- Analysis and discussion of articles and documentary sources.
- Classroom practice: solving problems/cases/exercises.
- Oral presentation of work.
- Tutorials.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Classroom practice: solving problems/cases/exercises | 40 | 1.6 | CA34, CA66, CA67, KA67, KA68, SA54, CA34 |
| Lectures by the teacher | 70 | 2.8 | KA66, KA67, KA68, SA53, KA66 |
| Reading articles and documentaries | 40 | 1.6 | CA34, CA66, CA67, KA68, SA53, SA54, CA34 |
Assessment
To obtain a pass in the final mark for this module it is essential to pass (minimum mark of 5 out of 10) each of the assessment blocks: group work, written exam and individual work.
The specific dates will be given with the program at the beginning of the classes.
The marks for each paper or the exam will be available within 15-20 days after their submission.
Attendance to field trips is compulsory. Students must attend a minimum of 80% of seminars; otherwise, they will be deemed as "absent".
To pass this subject, students need to perform the proposed activities with a good communicative competence, both orally and in written papers in the languages specified in this teaching guide.
In accordance with UAB regulations, plagiarism or copy of any paper will be punished with a grade of 0 on that paper, losing any possibility of remedial task.
The subject provides for a single assessment (compulsory attendance 80% of classes).
For the recovery it is necessary to have presented 66% of the assessment activities.
The single assessment must be requested within the deadlines and regulations of the faculty.
Assessment and recovery dates:
- Last week of May: final assessment (same for the ordinary assessment as for the single assessment)
- Second week of June: recovery (of the ordinary assessment and the single assessment)
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Assessment of the tasks carried out in education for sustainability and consumer education | 45% | 0 | 0 | CA34, CA66, CA67, KA66, KA67, KA68, SA53, SA54 |
| Attendance and participation in classes. | 10% | 0 | 0 | CA34, CA66, CA67, KA67, KA68, SA53 |
| Evaluation of a training proposal framed in education for the future and social justice | 45% | 0 | 0 | CA34, CA66, CA67, KA67, KA68, SA53, SA54 |
Bibliography
Economic Citizenship / Social Justice Education / Education for the Future
ANGUERA, C. y SANTISTEBAN, A. (2012). El concepto de futuro en la enseñanza de las Ciencias Sociales y su influencia en la participación democrática. En De Alba, N.; García, F.; Santisteban, A. (eds.). Educar para la participación ciudadana en la enseñanza de las Ciencias Sociales. Sevilla: Díada / AUPDCS, vol. 1, 391-400. (http://didactica-ciencias-sociales.org/publicaciones/libros/).
ANGUERA, C.; SANTISTEBAN, A. (2016). Images of The Future: Perspectives of Students from Barcelona. Journal of Futures Studies, September, 21(1): 1–18.
HICKS, D. & HOLDEN, C. (2007). Remembering the future: what do children think? Environmental Education Research, 13, pp. 501-512.
DUQUE, N., GONZÁLEZ-VALENCIA, G. & SANTISTEBAN, A. (2023). What Do You Think About the Future? Students’ Imaginaries in Colombian Post-Conflict. The Journal of Futures Studies, Vol. 27(4), 13-27. https://jfsdigital.org/wp-content/uploads/2023/06/2.pdf
HICKS, D. (2004). Teaching for tomorrow: How can futures studies contribute to peace education? Journal of Peace Education, 1(2), 165-178. https://doi.org/10.10-80/1740020042000253721
HICKS, D. (2007). Lessons for the Future: a geographical contribution. Geography, 92 (3), 179-188.
LEGARDEZ A. (2001). La didactique des sciences économiques et sociales ; bilan et perspectives, Publications de l’Université de Provence.
MASSIP, M. et al. (2020). Criteris de justícia global per a la valoració i l’elaboracióde materials curriculars de ciències socials. Bellaterra: GREDICS-Escola de Cultura de Pau. https://ddd.uab.cat/pub/llibres/2020/220972/deccrijus_a2020.pdf
MILLER, S.L.; VANFOSSEN, P.J. (2008). Recent research on the teaching and learning of pre-collegiate economics. Levstik, L.S.; Tyson, C.A. (eds.), Handbook of Research in Social Studies Education. New York/London: Routledge, 284-304.
NAVAL, C. & REPARAZ, Ch. (2008). Spanish children’s concerns for the future. Citizenship Teaching and Learning, 4 (2), 31-42.
PAGÈS, J. (2005). La educación económica de la ciudadanía, Cooperación Educativa, 77, 45-48.
PAGÈS, J.; GONZÁLEZ, N. (2010). ¿Por qué enseñar y qué enseñar de la crisis económica actual en primaria y secundaria?, Cuadernos de Pedagogía, 405, 52-56.
PAGÈS, J.; SANTISTEBAN, A. (coords.) (2011): Les qüestions socialment vives i l’ensenyament de les ciències socials. Barcelona: Servei de Publicacions de la UAB. https://ddd.uab.cat/record/197111
REPARAZ, Ch. & NAVAL, C. (2007). Ilusiones y miedos de los niños ante el futuro. Navarra : Institución Futuro.
SANT, E., LEWIS, S., DELGADO, S., ROSS, W. (2018). Justice and global citizenship education. In Davies, I., Ho, L.-.C., Kiwan, D., Peck, C.L., Peterson, A., Sant, E., Waghid, Y. (ed.). The Palgrave handbook of global citizenship and education. Palgrave Macmillan, pp. 227-244.
SANT, E., DAVIES, I., PASHBY, K., SHULTZ, L. (2018) Global Citizenship Education: A Critical Introduction to Key Concepts and Debates. Bloomsbury.
SANTISTEBAN, A., GONZALEZ-VALENCIA, G. &SANT, E. (2022). Educación para el Futuro: Prospectiva para la sostenibilidad y la justicia social. Comunicar, Vol. XXX, n.73-4. https://www.revistacomunicar.com/pdf/73/presentacion-es.pdf
SANTISTEBAN, A. (2013). La alfabetización económica. Uno. Revista de Didáctica de las Matemáticas, 62, 21-30.
SANTISTEBAN, A.; ANGUERA, A. (2013). Las imágenes del futuro en los medios de comunicación y su influencia en la enseñanza de las ciencias sociales. Díaz Matarranz, J.J.; Santisteban, A.; Cascajero, A. (eds.). Medios de comunicación y pensamiento crítico. Nuevas formas de interacción social. Alcalá: Universidad de Alcalá/AUPDCS, 253-267.
TOSAR, B.; SANTISTEBAN, A.; PAGÈS, J. (eds.) (2018). Què està passant al món? Què estem ensenyant? Per un ensenyament de les ciències socials centrat en els problemes, la justícia social i la ciutadania global. Barcelona: GREDICS/Universitat Autònoma de Barcelona. https://ddd.uab.cat/pub/llibres/2018/195423/Que_esta_passant_al_mon._que_estem_ensenyant-2018.pdf
Environmental Education / Education for Sustainability / Consumer Education
BIANCHI, G., PISIOTIS, U., CABRERA GIRALDEZ, M. (2022) Greencomp – The European sustainability competence framework. M. Bacigalupo & Y. Punie (editors). EUR 30955 EN, Publications Office of the European Union, Luxembourg. Doi:102760/13286
BONIL, J: CALAFELL, G; GRANADOS, J.;JUNYENT, M.; TARÍN, R.M. (2012) Un modelo formativo para avanzar en la ambientalización curricular. PROFESORADO. Revista de Currículum y Formación del Profesorado, 16(2), 145-163.
BONIL, J.; JUNYENT, M.; PUJOL, R.M. (2010). Educación para la sostenibilidad desde la perspectiva de la complejidad. Revista EUREKA, Enseñanza y Divulgación de Ciencias, 7, 198-215.
CALAFELL, G., BANQUÉ, N., & VICIANA, S. (2021).¿Cuál es el valor de la energia que consumimos? Una propuesta educativa para trabajar el consumo de energia en niños y niñas de 10 a 12 años. Dins d’Estrada, J. & Peire, T (coords.) Educación ambiental para un planeta sostenible. Propuestas didácticas. Octaedro.
CALAFELL, G., BANQUÉ, N., & VICIANA, S. (2019). Purchase and Use of New Technologies among Young People: Guidelines for Sustainable Consumption Education. Sustainability, 11(6), 1541. MDPI AG.
CALAFELL, GENINA; BANQUÉ, NEUS. (2017). Caracterización de las concepciones de complejidad de un grupo de investigadores de la educación ambiental. Enseñanza de las ciencias: revista de investigación y experiencias didácticas, Vol. 35, n.º 1, pp. 53-69.
CEBRIAN, G.; JUNYENT, M. (2014) Competencias profesionales en Educación para la Sostenibilidad: un estudio exporatorio de la visión de futuros maestros. Enseñanza de las ciencias, 32 (1), 29.49
GARCIA, R.M., JUNYENT, M., FONOLLEDA, M. (2017) How to assess professional competencies in Education for Sustainability ?: An approach from a perspective of complexity", International Journal of Sustainability in Higher Education, 18(5), 772-797. https:// doi.org/10.1108/IJSHE-03-2016-0055
HICKS, D. (2002) Lessons for the future. The missing dimension in education. London and New York: Routledge.
INNERARITY, D. (2010) Incertesa i creativitat. Educar peralasocietat del coneixement. Debats d’Educació, 18. Barcelona: Fundació Jaume Bofill
INNERARITY, D. (2011). La democracia del conocimiento. Por una sociedad inteligente. Barcelona. Paidós.
JUNYENT, M. (2007) “The ACES Network: Greening the Curriculum of Higher Education” Good Practices in Education for Sustainable Development: Teacher Education Institutions, Paris: UNESCO
JUNYENT, M.; GELI, A.M. (2008) Education for sustainability in university studies: a model for reorienting curriculum. British Educational Research Journal, 34(6),763-783
MULÀ, I., CEBRIÁN, G., JUNYENT, M. (2022). Lessons Learned and Future Research Directions in Educating for Sustainability Competencies. In: P.Vare, N. Lausselet, M. Rieckmann (eds) Competences in Education for Sustainable Development, pp. 185-194 Sustainable Development Goals Series. Springer,
https://doi.org/10.1007/978-3-030-91055-6_22
SAUVE, L.(1999).Environmental education, between Modernity and Postmodernity. Canadian Journal of Environmental Education, 4, 9-35.
SAUVÉ, L. (2004) Una cartografia de corrientes de educación ambiental. En Sato, Michèle, Carvalho, Isabel (Orgs).A pesquisa em educação ambiental: cartografias de uma identidade narrativa em formação. Porto Alegre: Artmed.
SLEURS, W. (coord) (2008) Competencies for ESD (Education for Sustainable Development)- Teachers. Leuven, Bèlgica
TILBURY, D.; WORTMAN, D. (2004) Engaging people in sustainability. Commission on Education and Communication, IUCN, Gland,Switzerland and Cambridge, UK.
UNECE (2012) Learning for the future. Competences in Education for Sustainable Development. Génève, Switzerland: United Nations Economic Commission for Europe
WALS, A.E.J.; van der HOEVEN, N; BLANKEN, H. (2007) The acoustics of social learning: designing learning processes that contribute to a more sustainable world. Utrecht: SenterNovem
Software
There is no specific software