Abstract
This paper focuses on some of the findings that emerged from doctoral research fieldwork in Jamaica exploring the interaction between local knowledge, values, and practices and dominant Western approaches to education for sustainable development (ESD). The study analysed the challenges and lessons revealed by these diverse perspectives and how they both inform academic and policy ESD discourses locally and globally. Major aspects of critical debates on ESD are presented and a definition of sustainable learning is provided for this study. Sustainable learning is based on critically understanding and re-envisioning environmental, cultural, social, political, and economic relationships within ESD to ensure a sustainable future. Perspectives from critical eco-pedagogic, postcolonial, and Freirean approaches to environmental issues help frame ESD debates and challenges through a critical lens. They highlight how these challenges manifest in the local practices of a school and community located in an environmentally at risk and socio-economically disadvantaged area in Jamaica. An ethnographic methodological approach to the study -based on observations and interviews- revealed local practices and perspectives. Content analysis of policy documents contributed to linking practices at the grassroots level with national and international arrangements. Three main themes were identified in the findings: i) issues around learning; ii) issues around values and iii) issues around leadership. This paper focuses on the second theme, where local counter-culture values of ‘get-rich-quick’ and Rasta(farian) outlooks symbolize two differing responses within the Jamaican context. The study concludes that they represent a transformative potential to challenge larger systemic paradigms.
Presenters
Romina De AngelisStudent, PhD, UCL Institute of Education, London, City of, United Kingdom
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Economic, Social, and Cultural Context
KEYWORDS
Education for Sustainable Development, Critical Eco-pedagogy, Sustainable learning, Counter-culture values
