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Educating for a sustainable future through the Circular Economy: Citizen involvement and social change

dc.contributor.authorCarbonell-Alcocer, Alejandro
dc.contributor.authorRomero-Luis, Juan
dc.contributor.authorGertrudix, Manuel
dc.contributor.authorBorges-Rey, Eddy
dc.date.accessioned2022-07-01T06:52:38Z
dc.date.available2022-07-01T06:52:38Z
dc.date.issued2022-06-30
dc.identifier.citationCarbonell-Alcocer, A., Romero-Luis, J., Gértrudix-Barrio, M., & Borges-Rey, E. (2022). Educating for a sustainable future through the Circular Economy: Citizen involvement and social change. [Educar para un futuro sostenible a través de la Economía Circular: Implicación ciudadana y cambio social]. Comunicar, 73. https://doi.org/10.3916/C73-2022-02es
dc.identifier.urihttp://hdl.handle.net/10115/19648
dc.description.abstractThe climate crisis and the environmental emergency are a sign of uncertainty for the future of the planet. European and national educational directives establish the framework of action and the commitments that must be made by each agent to reach the new sustainable paradigm which is based on circularity. The school, as an institution of social transformation, faces a reproductive framework that feeds the consumer socio-economic structure, covering up the dimension and urgency of the problem. The aim is to identify the forces for change to improve the intervention mechanisms in the educational field in Spain aimed at fostering the involvement and the participation of young people. The qualitative methodology combines discourse analysis using Grounded Theory and prospective analysis using the scenario method. By means of a validated questionnaire, semi-structured interviews and focus groups are conducted with technicians and managers, trainers of trainers, teachers, and researchers (n=53). The discourse of the agents and legislation on education and sustainability are analysed to generate substantive theory. By means of the theorization obtained, drivers and constraints are identified, establishing a probability and impact matrix that allows for the visualization of three possible futures. It concludes with a set of recommendations to strengthen the desired scenario and to reduce the possibilities of the dystopian scenario.es
dc.language.isoenges
dc.publisherComunicares
dc.rightsAtribución-NoComercial 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/*
dc.subjectQualitative researches
dc.subjectsocial sustainabilityes
dc.subjectcurriculum designes
dc.subjectdiscourse analysises
dc.subjectsocial changees
dc.subjectschoolses
dc.titleEducating for a sustainable future through the Circular Economy: Citizen involvement and social changees
dc.typeinfo:eu-repo/semantics/articlees
dc.identifier.doi10.3916/C73-2022-02es
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses


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Atribución-NoComercial 4.0 InternacionalExcept where otherwise noted, this item's license is described as Atribución-NoComercial 4.0 Internacional