The history of sustainable development is a history that reflects the built-in tensions in the Brundtland Commission's original definition: "Development that meets the needs of the present without compromising the ability of future generations to meet their own needs." One tension is the obvious tension between the needs of the present and of the future. Another is the less obvious tension between the needs of the economy and the needs of the environment or of wider society. These tensions are reflected in discussions about education for sustainable development, both in terms of how education is provided, and in terms of what educators should teach. "Educational can foster sustainable living, reduce poverty and exclusion, and equip individuals for the labour market (but) education is not devoid of interests and it is subject to the control by dominant social actors, making the educational process biased and permeated by practices that are not always in line with socio-economic or environmental needs." That is the focus of this article (25 page PDF), and indeed, of this special issue as a whole. Image: Nektarina.
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