Whose emergencies and who decides? Insights from emergency education for a more anticipatory Education for Sustainable Development

Fumiyo Kagawa

International Journal of Innovation and Sustainable Development, 2007, vol. 2, issue 3/4, 395-413

Abstract: Education in humanitarian crises (i.e., emergency education) plays an increasingly important role not only given ongoing crises, but also potential future crises which could be triggered by climate change induced instability and insecurity. While proponents of Education for Sustainable Development (ESD) suggest ESD should address interconnected socio-economic and environmental challenges, ongoing humanitarian crises are underrepresented in ESD discourse. Key questions guiding this paper are: Who identifies 'emergencies' or 'crises' and what power issues can be identified in defining them? How might insights from emergency education inform current ESD discussions enabling them to be more anticipatory regarding future crises?

Keywords: humanitarian crises; education for sustainable development; ESD; emergency education; climate change; security; exclusions; psychosocial needs; social justice; affective learning; sustainability. (search for similar items in EconPapers)
Date: 2007
References: Add references at CitEc
Citations:

Downloads: (external link)
http://www.inderscience.com/link.php?id=17947 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ids:ijisde:v:2:y:2007:i:3/4:p:395-413

Access Statistics for this article

More articles in International Journal of Innovation and Sustainable Development from Inderscience Enterprises Ltd
Bibliographic data for series maintained by Sarah Parker ().