Pedagogical Considerations
Regarding the Concept Education for Sustainable Development in the School Curriculum of Cantabria: Between Global and Local Discourses
Paper Presentation in a Themed Session Isabel Pérez Ortega
In Spain, as in other parts of the world, the theoretical debate on the model of Education for Sustainable Development (ESD) includes the institutionalization through the school curriculum. The need to introduce an ESD model in the school curriculum is unquestionable. The author, guided by the methodology of deep hermeneutics analyzes and interprets two documents which are part of the Cantabrian school curriculum for basic education in order to identify the explicit manifestations of definitions or strategies to promote the ESD model. The ambiguous presence of ESD paradigm in this documents is explained by three aspects: a) It is made up of numerous and complex axioms that are difficult to interpret for politicians; b) It is based on global ideas, neither contemplates nor reflects upon local socio-cultural features of the schools in which they intend to be implemented; c) School activities based on ESD paradigm will result from a process of both redefining and adapting to global ideas towards local situations that happen in school.
Mental Health Challenges and Minority Serving College Campuses
Paper Presentation in a Themed Session Syeda Jesmin, Iftekhar Amin
Anxiety, stress, and suicidal ideation are common mental health problems experienced by the youths. First generation minority college students in particular are at elevated risks of feeling overwhelmed compared to their white counterparts. Prior research documents that while all college students face a variety of challenges, minority students often experience additional sources of psychological distress that can negatively affect their success in college. Mental health, therefore, is increasingly being recognized as a priority in many minority serving college campuses. The objective of this study is to examine the stigma and barriers to help seeking behavior among minority first generation college students. In-depth interviews were conducted guided by a set of open-ended questions. From the transcribed interviews, themes were identified, and then analyzed using the thematic coding strategy. Many of the youth participants had ever experienced substantial depression, anxiety disorder, or some mental illness symptoms. Lack of awareness about mental health services appeared to be a major barrier to seek help. Lack of skills about how to talk to someone about mental health problems appeared to be another reason for not seeking help. Recommendations/Implications: To reduce minority college students’ stigma and encourage their help seeking behaviors, college campuses may consider making the mental health service information more accessible, and focus on providing skills to students on how to handle conversations regarding mental health issues.
