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UID:news129@bildungswissenschaften.unibas.ch
DTSTAMP;TZID=Europe/Zurich:20180816T143030
DTSTART;TZID=Europe/Zurich:20181004T080000
SUMMARY:Cultivating Sustainability: Education and the Environmental Humanit
 ies
DESCRIPTION:What is now known as the environmental humanities has become a 
 recognised and thriving field\, and invaluable work that tackles the chall
 enges of climate change\, biodiversity loss and energy consumption is bein
 g done in areas such as ecocriticism\, human-animal studies\, and environm
 ental history. This work helps understand the cultural dimensions of envir
 onmental change and underlines the importance of both disciplinary and tra
 nsdisciplinary approaches to the global crises at hand. Yet\, although pol
 icy documents\, curricula\, and research on subject-specific pedagogies un
 derline the role of education in this regard\, we are still only at the be
 ginning of what could be called an ‘environmental turn’ in education. 
 The UNESCO as well as other\, political stakeholders demand that findings 
 in environmental research be more fully integrated into teaching practices
  and suggest that we understand and endorse the societal impact of educati
 on in terms of a ‘transformative education’ that is necessary for a 
 ‘Great Transformation’. Concepts such as ‘transformative literacy’
  have begun to shape the field of pedagogy – yet the role and full poten
 tial of education in literatures\, cultures\, history\, and other\, tradit
 ionally humanities-based\, fields is less than clear.This international co
 nference seeks to bring together scholars working in the aforementioned fi
 elds in order to inquire into the role (and possible shortcomings) of the 
 concept of sustainability in educational and broader social contexts. It w
 ill provide a platform to discuss research and teaching methodologies and 
 explore the potential of global and transcultural learning\, inclusive edu
 cation\, and interdisciplinary takes on transformative education from herm
 eneutic-systematic\, historical as well as quantitatively and qualitativel
 y empirical vantage points.
X-ALT-DESC:What is now known as the environmental humanities has become a r
 ecognised and thriving field\, and invaluable work that tackles the challe
 nges of climate change\, biodiversity loss and energy consumption is being
  done in areas such as ecocriticism\, human-animal studies\, and environme
 ntal history. This work helps understand the cultural dimensions of enviro
 nmental change and underlines the importance of both disciplinary and tran
 sdisciplinary approaches to the global crises at hand. Yet\, although poli
 cy documents\, curricula\, and research on subject-specific pedagogies und
 erline the role of education in this regard\, we are still only at the beg
 inning of what could be called an ‘environmental turn’ in education. T
 he UNESCO as well as other\, political stakeholders demand that findings i
 n environmental research be more fully integrated into teaching practices 
 and suggest that we understand and endorse the societal impact of educatio
 n in terms of a ‘transformative education’ that is necessary for a ‘
 Great Transformation’. Concepts such as ‘transformative literacy’ ha
 ve begun to shape the field of pedagogy – yet the role and full potentia
 l of education in literatures\, cultures\, history\, and other\, tradition
 ally humanities-based\, fields is less than clear.This international confe
 rence seeks to bring together scholars working in the aforementioned field
 s in order to inquire into the role (and possible shortcomings) of the con
 cept of sustainability in educational and broader social contexts. It will
  provide a platform to discuss research and teaching methodologies and exp
 lore the potential of global and transcultural learning\, inclusive educat
 ion\, and interdisciplinary takes on transformative education from hermene
 utic-systematic\, historical as well as quantitatively and qualitatively e
 mpirical vantage points.
DTEND;TZID=Europe/Zurich:20181006T170000
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