@inbook{9d680e81f7054e5d8c346ad06be1d41e,
title = "Education for Sustainable Development (ESD): a critical review of concept, potential and risk",
abstract = "Education for Sustainable Development (ESD) can be thought of as the bringing together of a wide variety of educational strategies aimed at addressing the existential problems of human socio-economic development. But, as we near the end of the UN{\textquoteright}s ESD Decade, what can we say about how ESD is conceptualised and interpreted; about its coherence and usefulness as an idea; about how well it fits within education systems and schools; about its potential as a strategy to change educational experiences across the globe; and about the uncertainties and ambiguities at its heart? This chapter examines these questions and puts forward a number of issues for both practitioners and policy makers to consider in the UN{\textquoteright}s post-Decade global action programme",
keywords = "concept of Education for Sustainable Development; ambiguities; change of educational experiences; ESD as learning and social transformation",
author = "William Scott",
year = "2014",
month = nov,
day = "30",
doi = "10.1007/978-3-319-09549-3",
language = "English",
isbn = "9783319095486",
series = "Schooling for Sustainable Development",
publisher = "Springer",
pages = "47--70",
editor = "Rolf Jucker and Reiner Mathar",
booktitle = "Schooling for Sustainable Development in Europe",
}
