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Edwards-Schachter, M.


More than two decades after the Rio Conference, in spite of increasing international recognition of the fact that the challenges associated with environmental degradation and sustainable development have important implications for education, science education continues to demonstrate little concern for the present and future state of the world. This article presents and analyses two basic arguments for activist science education to address environmental and sustainability issues at primary and secondary levels and provides some empirical findings on the barriers to activist education practices.

Any de publicació 2014