國立虎尾科技大學 |

Philosophical Implications of Using an Education for Sustainable Development Framework for Curriculum Innovation in the Galapagos Islands = = Implicaciones Filosoficas del Uso del Marco de Educacion para el Desarrollo Sostenible para la Innovacion Curricular en las Islas Galapagos.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Philosophical Implications of Using an Education for Sustainable Development Framework for Curriculum Innovation in the Galapagos Islands =/
其他題名:	Implicaciones Filosoficas del Uso del Marco de Educacion para el Desarrollo Sostenible para la Innovacion Curricular en las Islas Galapagos.
其他題名:	Implicaciones Filosoficas del Uso del Marco de Educacion para el Desarrollo Sostenible para la Innovacion Curricular en las Islas Galapagos.
作者:	Scoggin, Justin.
面頁冊數:	1 online resource (149 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9798379699222

Philosophical Implications of Using an Education for Sustainable Development Framework for Curriculum Innovation in the Galapagos Islands = = Implicaciones Filosoficas del Uso del Marco de Educacion para el Desarrollo Sostenible para la Innovacion Curricular en las Islas Galapagos.
Scoggin, Justin.

Philosophical Implications of Using an Education for Sustainable Development Framework for Curriculum Innovation in the Galapagos Islands =Implicaciones Filosoficas del Uso del Marco de Educacion para el Desarrollo Sostenible para la Innovacion Curricular en las Islas Galapagos.Implicaciones Filosoficas del Uso del Marco de Educacion para el Desarrollo Sostenible para la Innovacion Curricular en las Islas Galapagos. - 1 online resource (149 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Ph.D.)--University of Idaho, 2023.

Includes bibliographical references

This study examined Education for Sustainable Development (ESD), an educational philosophy promoted by the United Nations through the Sustainable Development Goals, as the philosophical underpinning of the 2021 contextualized curriculum innovation for the Galapagos Islands. Land Education, an educational philosophy developed by Indigenous scholars, was used as the non-Western lens to carry out a Critical Discourse Analysis using Directed Content Analysis. The analyzed texts were official, published documentation of the 2021 contextualized curriculum innovation, which contains the 2016 Ecuadorian national curriculum, and transcripts of interviews of education and conservation leaders in Galapagos who represented organizations that participated in developing the 2021 curriculum. Codes for the qualitative data analysis were gleaned from the Land Education literature that critique Education for Sustainable Development, which were then organized into natural categories: epistemology, ontology, axiology, and historicity. Data from this study suggest that education and conservation leaders in Galapagos are divided between those who bolster the ESD-promoted discourse and therefore the 2021 curriculum, and those who question the role of sustainability and development in educational innovation in Galapagos. In addition, both the published documentation of the 2021 curriculum and the interview transcripts suggest validity of the critiques leveled against ESD in the Land Education literature. Results of the study are significant for the field of education, especially related to the United Nations-led global efforts to implement sustainable development through education. This study dispels misperceptions held in the ESD literature and among conservation and education leaders in Galapagos by providing evidence that suggests that ESD and the many ESD-adjacent educational philosophies, are fundamentally incompatible with Indigenous education as articulated in the Land Education literature. Being embedded within a settler colonialist worldview, ESD principles are recruited to serve ends consistent with the colonialist project. Further, this study reveals that ESD affirms current power structures by assuming colonial settler stability, thus dispelling the pro-change narrative promoted in the ESD literature and in the 2021 curriculum innovation for Galapagos. Further implications regarding curriculum content and its implementation can also be gleaned from efforts to make education relevant to the lives of students on small islands. Educational initiatives would benefit from selecting an educational philosophy that has been scrutinized to reveal its epistemological, ontological, axiological perspectives, as well as its view of history, its correspondence to long-term goals of the island's inhabitants, as well as its capacity to engage colonial legacies in education. Results from this study also indicate the value of achieving coherence among all of the system components - textbooks, teacher administrative responsibilities, content, pedagogy, professional development, and assessment.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379699222Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Land educationIndex Terms--Genre/Form:

554714
Electronic books.

Philosophical Implications of Using an Education for Sustainable Development Framework for Curriculum Innovation in the Galapagos Islands = = Implicaciones Filosoficas del Uso del Marco de Educacion para el Desarrollo Sostenible para la Innovacion Curricular en las Islas Galapagos.
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520 $a This study examined Education for Sustainable Development (ESD), an educational philosophy promoted by the United Nations through the Sustainable Development Goals, as the philosophical underpinning of the 2021 contextualized curriculum innovation for the Galapagos Islands. Land Education, an educational philosophy developed by Indigenous scholars, was used as the non-Western lens to carry out a Critical Discourse Analysis using Directed Content Analysis. The analyzed texts were official, published documentation of the 2021 contextualized curriculum innovation, which contains the 2016 Ecuadorian national curriculum, and transcripts of interviews of education and conservation leaders in Galapagos who represented organizations that participated in developing the 2021 curriculum. Codes for the qualitative data analysis were gleaned from the Land Education literature that critique Education for Sustainable Development, which were then organized into natural categories: epistemology, ontology, axiology, and historicity. Data from this study suggest that education and conservation leaders in Galapagos are divided between those who bolster the ESD-promoted discourse and therefore the 2021 curriculum, and those who question the role of sustainability and development in educational innovation in Galapagos. In addition, both the published documentation of the 2021 curriculum and the interview transcripts suggest validity of the critiques leveled against ESD in the Land Education literature. Results of the study are significant for the field of education, especially related to the United Nations-led global efforts to implement sustainable development through education. This study dispels misperceptions held in the ESD literature and among conservation and education leaders in Galapagos by providing evidence that suggests that ESD and the many ESD-adjacent educational philosophies, are fundamentally incompatible with Indigenous education as articulated in the Land Education literature. Being embedded within a settler colonialist worldview, ESD principles are recruited to serve ends consistent with the colonialist project. Further, this study reveals that ESD affirms current power structures by assuming colonial settler stability, thus dispelling the pro-change narrative promoted in the ESD literature and in the 2021 curriculum innovation for Galapagos. Further implications regarding curriculum content and its implementation can also be gleaned from efforts to make education relevant to the lives of students on small islands. Educational initiatives would benefit from selecting an educational philosophy that has been scrutinized to reveal its epistemological, ontological, axiological perspectives, as well as its view of history, its correspondence to long-term goals of the island's inhabitants, as well as its capacity to engage colonial legacies in education. Results from this study also indicate the value of achieving coherence among all of the system components - textbooks, teacher administrative responsibilities, content, pedagogy, professional development, and assessment.
520 $a Este estudio examino la Educacion para el Desarrollo Sostenible (EDS), una filosofia educativa promovida por las Naciones Unidas a traves de los Objetivos de Desarrollo Sostenible, como el sustento filosofico de la innovacion curricular contextualizada de 2021 para las Islas Galapagos. Land Education, una filosofia educativa desarrollada por academicos indigenas, se utilizo como lente no occidental para llevar a cabo un analisis critico del discurso mediante el analisis de contenido dirigido. Los textos analizados incluyeron la documentacion oficial publicada de la innovacion curricular contextualizada del 2021, que contiene el curriculo nacional ecuatoriano 2016, y transcripciones de entrevistas de lideres de educacion y conservacion en Galapagos que representaron a organizaciones que participaron en el desarrollo del curriculo del 2021. Los codigos para el analisis de datos cualitativos se extrajeron de la literatura de Land Education que critica la Educacion para el Desarrollo Sostenible, que luego se organizaron en categorias naturales: epistemologia, ontologia, axiologia e historicidad.Los datos de este estudio sugieren que los lideres en educacion y conservacion en Galapagos se dividen entre aquellos que refuerzan el discurso promovido por la EDS y, por lo tanto, el plan de estudios 2021, y aquellos que cuestionan el papel de la sostenibilidad y el desarrollo en la innovacion educativa en Galapagos. Ademas, tanto la documentacion publicada del plan de estudios de 2021 como las transcripciones de las entrevistas sugieren la validez de las criticas formuladas contra la EDS en la literatura de Land Education.Los resultados del estudio son significativos para el campo de la educacion, especialmente en relacion con los esfuerzos globales liderados por las Naciones Unidas para implementar el desarrollo sostenible a traves de la educacion. Este estudio disipa las percepciones erroneas que se tienen en la literatura de EDS y entre los lideres de conservacion y educacion en Galapagos al proporcionar evidencia que sugiere que la EDS y las muchas filosofias educativas adyacentes a la EDS son fundamentalmente incompatibles con la educacion indigena tal como se articula en la literatura de Land Education. Al estar integrados dentro de una perspectiva colonialista, los principios de la EDS se reclutan para servir fines consistentes con el proyecto colonialista. Ademas, este estudio revela que la EDS afirma las estructuras de poder actuales al asumir la estabilidad del sistema colonial, disipando asi la narrativa a favor del cambio promovida en la literatura de la EDS y en la innovacion curricular de 2021 para Galapagos.Otras implicaciones con respecto al contenido del curriculo y su implementacion tambien se pueden deducir de los esfuerzos para hacer que la educacion sea relevante para las vidas de estudiantes en islas pequenas. Iniciativas educativas se beneficiarian de la seleccion de una filosofia educativa que haya sido examinada para revelar sus perspectivas epistemologicas, ontologicas y axiologicas, asi como su vision de la historia, su correspondencia con los objetivos a largo plazo de los habitantes de la isla, asi como su capacidad para responder ante legados coloniales en la educacion. Los resultados de este estudio tambien indican el valor de lograr la coherencia entre todos los componentes del sistema educativo: libros de texto, responsabilidades administrativas de los docentes, contenidos, pedagogia, desarrollo profesional y evaluacion.
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