Skip to main content
SpringerLink
Log in
Book cover

Technology and Vocational Education for Sustainable Development

Empowering Individuals for the Future

  • Book
  • © 2009

Overview

Editors:
  1. Margarita Pavlova

    1. Griffith Institute for Educational Research, Griffith University, Mt Gravatt, Australia

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  • Conceptualises comprehensively sustainable development(SD) and education for sustainable development (ESD) for technology and vocational education
  • Proposes strategies for addressing ESD
  • Proposes application for teacher training programs through the developed model
  • Analyses case study of the Russian approach (as a country in transition) for SD and ESD
  • Introduces the concepts of the ethics of aesthetics, aesthetics for sustainability and aesthetics of sustainability, in the context of technology and vocational education

This is a preview of subscription content, log in via an institution to check access.

Access this book

Log in via an institution
eBook USD 84.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Other ways to access

Licence this eBook for your library

Institutional subscriptions

Table of contents (10 chapters)

  1. Front Matter

    Pages I-XIII
    Download chapter PDF

  2. Introduction

    • Margarita Pavlova
    Pages 1-4

  3. Technology Education as an Effective Way of Providing Vocational Education Within Secondary Schooling

    • Margarita Pavlova
    Pages 5-26

  4. Conceptualising Values in Technology Education and Formulating Bases for Empowerment Strategies

    • Margarita Pavlova
    Pages 27-44

  5. Sustainable Development and Education

    • Margarita Pavlova
    Pages 45-65

  6. Technology Education and ESD

    • Margarita Pavlova
    Pages 67-86

  7. Curriculum Development for ESD Through Technology and Vocational Education

    • Margarita Pavlova
    Pages 87-103

  8. Teachers’ Capacity Building

    • Margarita Pavlova
    Pages 105-121

  9. Modernisation of Russian Education

    • Margarita Pavlova
    Pages 125-147

  10. Sustainable Development, the Russian Way

    • Margarita Pavlova
    Pages 149-173

  11. Education for Sustainable Development in Russia

    • Margarita Pavlova
    Pages 175-192

  12. Back Matter

    Pages 193-205
    Download chapter PDF
Back to top

Keywords

About this book

Empowerment is the overarching idea used in this book. The term has a variety of meanings in different sociocultural and political contexts, including “self-strength, control, self-power, self-reliance, own choice, life of dignity in accordance with one’s values, capable of fighting for one’s rights, independence, own decision making, being free, awakening, and capability” (The World Bank, 2002, p. 10). However, the World Bank report observed that most definitions focus on issues of “gaining power and control over decisions and resources that determine the quality of one’s life” (p. 10). This interpretation of empowerment provides a useful starting point for the development of the series of interconnected arguments explored here. Establishment of the basis for understanding, identifying and developing strategies through education necessary for individuals to be able to make choices that inf- ence the quality of their lives is the main aim of this book. There are a number of assumptions and boundaries that frame this analysis. First, the book focuses on “agents”; however, empowerment is often conceptualised in terms of relationships between agency and structure (e. g. , Alsop, Bertelsen, & H- land, 2006). Agency could be defined as “an actor’s or group’s ability to make purposeful choices – that is, the actor is able to envisage and purposively choose options” (p. 11).

Editors and Affiliations

  • Griffith Institute for Educational Research, Griffith University, Mt Gravatt, Australia

    Margarita Pavlova

Bibliographic Information

Publish with us

Policies and ethics

Back to top

Search

Navigation