Whose emergencies and who decides? Insights from emergency education for a more anticipatory Education for Sustainable Development
by Fumiyo Kagawa
International Journal of Innovation and Sustainable Development (IJISD), Vol. 2, No. 3/4, 2007

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?

Online publication date: Thu, 24-Apr-2008

The full text of this article is only available to individual subscribers or to users at subscribing institutions.

 
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.

Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.

Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Innovation and Sustainable Development (IJISD):
Login with your Inderscience username and password:

Username:        Password:          Forgotten your password?

Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.

If you still need assistance, please email subs@inderscience.com