Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
The Potential Of Ecofeminism To Develop ‘Deep’ Sustainability Competencies For Education For Sustainable Development, Susan V. Iverson
The Potential Of Ecofeminism To Develop ‘Deep’ Sustainability Competencies For Education For Sustainable Development, Susan V. Iverson
The Seneca Falls Dialogues Journal
Education for sustainable development (ESD) has gained much currency in the literature; yet, less attention has been given to understanding or defining learning outcomes, or rather, what competencies for sustainability should students develop and be able to demonstrate. In this position paper, I ask (and answer) the question, “What might be gained by bringing a feminist lens, and specifically an ecofeminist perspective, to ESD?” I argue that infusing ecofeminism into ESD can develop students’ sustainability competence beyond individual level change to thinking and acting systemically; it can develop the critical consciousness, activist skills, and deeper sustainability knowledge needed to foster …
School-Based Leadership Perspectives On University Partnerships, Shelley B. Wepner, Diane W. Gomez, Diana Quatroche
School-Based Leadership Perspectives On University Partnerships, Shelley B. Wepner, Diane W. Gomez, Diana Quatroche
Excelsior: Leadership in Teaching and Learning
The success of school-university partnerships depends on the leadership. This qualitative study reports on school-based leaders (SBAs) as critical stakeholders in the collaborative process of forming viable partnerships with colleges and universities. It describes SBAs’ responsibilities as partners, motivation for forming their partnerships, perceived benefits and challenges of the partnership, perspectives on forming and sustaining a partnership, and self-reflective comments about their leadership characteristics as an SBA and a partner. Sixteen SBAs, most of whom were school principals, responded to 12 interview questions. SBAs indicated that they have been engaged with Professional Development Schools (PDSs) an average of 10 years. …