e680a4ea1814e48f49249c1ef68cf687 sustainability_a2022v14n7p4005.pdf c657ec068f78406f3089e9b7ece33a42fe1f287c sustainability_a2022v14n7p4005.pdf a47dd8034606c6954a2262e30e1fa6bb105d7e2dd40a2a6bdb24e2a3c2820fb0 sustainability_a2022v14n7p4005.pdf Title: Education for Sustainable Development in Educating Cities: Towards a Transformative Approach from Informal and Non-Formal Education Subject: This paper summarizes the main findings of research on education for sustainable development (ESD) at the international level. The context of the research regards educating cities, or local administrations committed to education through all their policies with the purpose of transforming their territories through a human rights approach. The research’s goal is to explore to what extent educating cities are capable of coping with the three ESD challenges faced today: the gap between policy and practice, the lack of a transformative approach and the hegemony of formal education. To do so, we selected three educating cities with an important background on ESD—Barcelona, Changwon and Rosario—and we implemented a case study method. A detailed analysis of all the data obtained reveals that educating cities are suitable frameworks to overcome the current ESD challenges. Their ESD initiatives count on a significant impact on citizenship, by promoting interdisciplinary, intersectorial and participatory processes mainly in informal education settings. Further research needs to be developed in order to draw a broader analysis. Keywords: sustainable development; education for sustainable development; educating cities; non-formal education; informal education; Local Agenda 21; sustainable development goals Author: Miquel Àngel Essomba, Pilar Lleonart, Laura Alfonso and Hye Bin Creator: LaTeX with hyperref Producer: pdfTeX-1.40.21 CreationDate: Tue Mar 29 09:24:54 2022 CEST ModDate: Tue Mar 29 09:29:07 2022 CEST Tagged: no UserProperties: no Suspects: no Form: none JavaScript: no Pages: 14 Encrypted: no Page size: 595.276 x 841.89 pts (A4) Page rot: 0 File size: 293868 bytes Optimized: no PDF version: 1.7 name type encoding emb sub uni object ID ------------------------------------ ----------------- ---------------- --- --- --- --------- JVJGBY+VnURWPalladioL Type 1 Custom yes yes no 10 0 LWEJOC+URWPalladioL-Bold Type 1 Custom yes yes no 15 0 UQXJFU+URWPalladioL-Roma Type 1 Custom yes yes no 20 0 OPBBJD+URWPalladioL-Ital Type 1 Custom yes yes no 24 0 LKRWJL+CMSY10 Type 1 Builtin yes yes no 28 0 PGPDYS+VnURWPalladioL-Bold Type 1 Custom yes yes no 32 0 MCBCCI+SourceSansRoman-Regular Type 1C Custom yes yes no 40 0 MCBCCM+SourceSansRoman.613wght Type 1C Custom yes yes no 44 0 MCBCCO+SourceSansRoman-Bold Type 1C Custom yes yes no 48 0 IZBVAO+TimesNewRomanPS-BoldItalicMT Type 1C WinAnsi yes yes no 60 0 NJWNDJ+VnURWPalladioL-Italic Type 1 Custom yes yes no 116 0 Jhove (Rel. 1.22.1, 2019-04-17) Date: 2022-04-06 02:39:32 CEST RepresentationInformation: sustainability_a2022v14n7p4005.pdf ReportingModule: PDF-hul, Rel. 1.12.1 (2019-04-17) LastModified: 2022-04-01 10:25:38 CEST Size: 293868 Format: PDF Version: 1.7 Status: Well-Formed and valid SignatureMatches: PDF-hul MIMEtype: application/pdf PDFMetadata: Objects: 243 FreeObjects: 1 IncrementalUpdates: 0 DocumentCatalog: PageLayout: SinglePage PageMode: UseNone Outlines: Item: Title: Introduction Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@7b69c6ba Item: Title: Materials and Methods Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@46daef40 Children: Item: Title: Case Study Approach Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@12f41634 Item: Title: Sample Selection Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@13c27452 Item: Title: Collection and Analysis of Information Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@262b2c86 Item: Title: Results Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@371a67ec Children: Item: Title: Gap between Public Policies and Impact on Social Reality Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@5ed828d Item: Title: A technological Approach to Competencies, Methods and Institutional Contexts Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@50d0686 Item: Title: Emphasis on Formal Education to the Detriment of Non-Formal and Informal Education Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@7a3d45bd Item: Title: Discussion Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@1e7c7811 Item: Title: Appendix A Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@77ec78b9 Item: Title: References Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@1a3869f4 Info: Title: Education for Sustainable Development in Educating Cities: Towards a Transformative Approach from Informal and Non-Formal Education Author: Miquel Àngel Essomba, Pilar Lleonart, Laura Alfonso and Hye Bin Subject: This paper summarizes the main findings of research on education for sustainable development (ESD) at the international level. The context of the research regards educating cities, or local administrations committed to education through all their policies with the purpose of transforming their territories through a human rights approach. The research’s goal is to explore to what extent educating cities are capable of coping with the three ESD challenges faced today: the gap between policy and practice, the lack of a transformative approach and the hegemony of formal education. To do so, we selected three educating cities with an important background on ESD Barcelona, Changwon and Rosario and we implemented a case study method. A detailed analysis of all the data obtained reveals that educating cities are suitable frameworks to overcome the current ESD challenges. Their ESD initiatives count on a significant impact on citizenship, by promoting interdisciplinary, intersectorial and participatory processes mainly in informal education settings. Further research needs to be developed in order to draw a broader analysis. 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