Scaling and Subjectification in an ESD Educational Project

The aim of the article is to investigate, in the light of the emphasis laid on scaling by UNESCO (UNESCO, 2014a), how subjectification of those involved in educational innovations both enables and constricts scaling understood as a learning process. This is carried out through a case study of the Al...

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Published inJournal of education for sustainable development Vol. 12; no. 1; pp. 28 - 46
Main Authors Mickelsson, Martin, Danielsson, Anna
Format Journal Article
LanguageEnglish
Published New Delhi, India SAGE Publications 01.03.2018
Subjects
American Indians
Animal Husbandry
antibiotic resistance
Case Studies
Children
Curriculum Studies
Didaktik
Drug Therapy
education for sustainable development
Educational Innovation
Environmental Education
Epidemiology
Foreign Countries
global action programme on education for sustainable development
International Organizations
Learning Processes
Microbiology
Program Descriptions
Scaling
Sustainable Development
transaction
Workshops
Ecuador
Scaling
global action programme on education for sustainable development
antibiotic resistance
transaction
education for sustainable development
Online AccessGet full text
ISSN0973-4082
0973-4074
0973-4074
DOI10.1177/0973408218773268

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Abstract The aim of the article is to investigate, in the light of the emphasis laid on scaling by UNESCO (UNESCO, 2014a), how subjectification of those involved in educational innovations both enables and constricts scaling understood as a learning process. This is carried out through a case study of the Alforja Educativa, an educational project in Ecuador on antibiotic resistance (ABR). The ABR has been described as a sustainability challenge comparable to climate change. The way in which subjectification enables and constricts scaling as a learning process is analysed by drawing on educational scaling research and the article illustrates how the subject positions of those involved in scaling emerge as scaling subjects in transactional relationships, both with the sites where the educational project is to be scaled, and in relation to that, which will be scaled.
AbstractList The aim of the article is to investigate, in light of the emphasis put on scaling by UNESCO (UNESCO, 2014), how subjectification of those involved in educational innovations both enables and constricts scaling understood as a learning process. This is done through a case study of the Alforja Educativa, an educational project in Ecuador on antibiotic resistance (ABR). ABR has been described as a sustainability challenge comparable to climate change. The way in which subjectification enables and constrict scaling as a learning process is analysed by drawing on educational scaling research and the article illustrates how the subject positions of those involved in scaling emerge as scaling subjects in transactional relationships, both with the sites where the educational project is to be scaled, and in relation to that, which will be scaled.
The aim of the article is to investigate, in the light of the emphasis laid on scaling by UNESCO (UNESCO, 2014a), how subjectification of those involved in educational innovations both enables and constricts scaling understood as a learning process. This is carried out through a case study of the Alforja Educativa, an educational project in Ecuador on antibiotic resistance (ABR). The ABR has been described as a sustainability challenge comparable to climate change. The way in which subjectification enables and constricts scaling as a learning process is analysed by drawing on educational scaling research and the article illustrates how the subject positions of those involved in scaling emerge as scaling subjects in transactional relationships, both with the sites where the educational project is to be scaled, and in relation to that, which will be scaled.
Author Mickelsson, Martin
Danielsson, Anna
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global action programme on education for sustainable development
antibiotic resistance
transaction
education for sustainable development
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  doi: 10.3316/QRJ0902027
– ident: bibr14-0973408218773268
– volume: 36
  start-page: 20
  issue: 2
  year: 2012
  ident: bibr30-0973408218773268
  publication-title: Educational Research Quarterly
– ident: bibr31-0973408218773268
  doi: 10.3102/00028312035001003
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Snippet The aim of the article is to investigate, in the light of the emphasis laid on scaling by UNESCO (UNESCO, 2014a), how subjectification of those involved in...
The aim of the article is to investigate, in light of the emphasis put on scaling by UNESCO (UNESCO, 2014), how subjectification of those involved in...
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SubjectTerms American Indians
Animal Husbandry
antibiotic resistance
Case Studies
Children
Curriculum Studies
Didaktik
Drug Therapy
education for sustainable development
Educational Innovation
Environmental Education
Epidemiology
Foreign Countries
global action programme on education for sustainable development
International Organizations
Learning Processes
Microbiology
Program Descriptions
Scaling
Sustainable Development
transaction
Workshops
Title Scaling and Subjectification in an ESD Educational Project
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Volume 12
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