Resource Exploitation and Consumption in the Frame of Education for Sustainable Development in German Geography Textbooks

Y

32

Foreign Countries; Textbooks; Textbook Content; Geography; Textbook Evaluation; Consciousness Raising; Sustainable Development; Ecology; Conservation (Environment); Environmental Education; National Curriculum; Natural Resources; Secondary Education; Energy Conservation; Classification; Competence; Content Analysis

Germany; Africa; Europe; Asia; Australia

2146-0353

This paper discusses the representation of resource exploitation and consumption in German geography textbooks. The aim of the paper is to contribute to a critical and reflective understanding of the representation of resource-related issues in textbooks by analyzing two scientific debates (resource curse and actor analysis). The paper shows that all studied geography textbooks contribute to a certain degree to awareness raising in Education for Sustainable Development (ESD), but references to the everyday life of students are rare. There are only few action-orientated tasks in the frame of resource exploitation and consumption in the studied textbooks. As real-world examples help develop students' critical thinking skills and shape their ideas of sustainable development, these aspects reflect a pedagogical shortcoming.

As Provided

78

2017

EJ1157781