Show simple item record

dc.contributor.authorMorgan, Alun
dc.date.accessioned2023-05-09T10:39:20Z
dc.date.available2023-05-09T10:39:20Z
dc.date.issued2012-06
dc.identifier.issn1360-3116
dc.identifier.issn1464-5173
dc.identifier.urihttps://pearl.plymouth.ac.uk/handle/10026.1/20859
dc.description.abstract

This paper identifies an emerging commonality between the professional spheres of planning, education and social or community work constellating around the concept of sustainable development (SD). It explores the contested nature of the concept of SD giving rise to a wide variety of sometimes conflicting readings. It then goes on to advocate a strong reading of SD, namely Just Sustainability, which lays particular stress on social justice, environmental justice and inclusion. This, in turn, is understood to require a form of education which is empowering and is referred to as Education for Just Sustainability (EJS). A particular focus of such work is the empowerment of local communities to understand and take action in their home localities. Therefore, place-based education is presented as an orientation suited to progressing EJS. A number of illustrative examples are presented to demonstrate the potential for such an educational approach. Finally, some concluding observations are made as to the potential and requirements for place-based EJS in the UK and other contexts. © 2012 Taylor & Francis.

dc.format.extent627-642
dc.languageen
dc.publisherInforma UK Limited
dc.subjectcommunity
dc.subjectenvironmental justice
dc.subjectinclusion
dc.subjectJust Sustainability
dc.subjectplace-based education
dc.titleInclusive place-based education for ‘Just Sustainability’
dc.typejournal-article
dc.typeJournal Article
plymouth.author-urlhttps://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000305557900011&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=11bb513d99f797142bcfeffcc58ea008
plymouth.issue5-6
plymouth.volume16
plymouth.publication-statusPublished
plymouth.journalInternational Journal of Inclusive Education
dc.identifier.doi10.1080/13603116.2012.655499
plymouth.organisational-group|Plymouth
plymouth.organisational-group|Plymouth|Research Groups
plymouth.organisational-group|Plymouth|Faculty of Arts, Humanities and Business
plymouth.organisational-group|Plymouth|Faculty of Arts, Humanities and Business|Plymouth Institute of Education
plymouth.organisational-group|Plymouth|Research Groups|Institute of Health and Community
plymouth.organisational-group|Plymouth|REF 2021 Researchers by UoA
plymouth.organisational-group|Plymouth|Users by role
plymouth.organisational-group|Plymouth|Users by role|Academics
plymouth.organisational-group|Plymouth|REF 2021 Researchers by UoA|UoA23 Education
dc.date.updated2023-05-09T10:39:19Z
dc.identifier.eissn1464-5173
dc.rights.embargoperiodforever
rioxxterms.versionofrecord10.1080/13603116.2012.655499


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record


All items in PEARL are protected by copyright law.
Author manuscripts deposited to comply with open access mandates are made available in accordance with publisher policies. Please cite only the published version using the details provided on the item record or document. In the absence of an open licence (e.g. Creative Commons), permissions for further reuse of content should be sought from the publisher or author.
Theme by 
Atmire NV