Rethinking Education for Sustainable Development in a Local Community Context: A story of Ainu Fisherman (Education for Sustainability, 6)

"This book bridges the gap between Education for Sustainable Development and community development and examines the contributions of critical environmental education as a theoretical framework to the policy, research, and practice of Education for Sustainable Development. The book investigates what Education for Sustainable Development really means when it happens from the perspectives of a marginalized individual at the very bottom of society in a local community, where there is no such 'educational' institution, no policy or no curriculum to support the effort, but there is the necessity of learning and empowerment for changing the situation. In particular, drawing on the experience of the indigenous Ainu fisherman, it critically examines the theoretical foundation of Education for Sustainable Development, critical environmental education, investigating methodologically and epistemologically the relevance and efficacy of critical environmental education to socially critical approaches to Education for Sustainable Development in a community development context. And this investigation leads to develop a praxis framework for socially critical Education for Sustainable Development in a community development context so that both fields would be mutually supportive to strengthen the practices." -- Page [4] of cover Series Editors’ Introduction Foreword Outline Contents Abbreviations Important Japanese and Ainu Words Used in This Book List of Figures List of Tables 1 Introduction 1.1 A Journey in Two Parts 1.2 Theoretical Context 1.3 The Search for Socially-Critical ESD in a Community Development Context 1.4 Two Questions: ESD and Community Development 1.5 Significance of This Book 1.6 Limitation 1.7 Outline of This Book References 2 Unpacking of History, Policies and Theory from the Margin 2.1 History of Hokkaido from a Colonial Perspective 2.1.1 Ainu Mosir 2.1.2 Assimilation Policies and Formal Education 2.1.3 Indigenous Ainu Rights Claim for Whom? 2.2 Policy and Theory of ESD from the Local Community Perspective 2.2.1 Development of ESD 2.2.2 Critical EE: Conceptual Foundation of ESD 2.2.3 Recurring Rhetoric-Reality Gap 2.2.4 Articulating the Silencing of Educational Modes and Characteristics 2.2.5 Community Development as a Praxis 2.2.6 Causes of Silencing 2.2.7 Is the Current Critical EE Theoretically Enough? 2.3 Summary of Chapter 2 References Part I ESD within Socially-Critical Approach—Light and Shadow 3 Socially-Critical ESD: Light and Shadow 3.1 Connecting Dots—From Individual Activism to Collective Action 3.1.1 Problem Identification 3.1.2 Embodying ESD Concept in a Local Community Context: Mopet Sanctuary Network 3.1.3 Meaning of ESD and the Role of Educators 3.1.4 A Formula for Socially-Critical ESD 3.2 Critical Reflection on ESD Within Socially-Critical Approach 3.2.1 Achievements 3.2.2 Challenges 3.3 Issue of Disempowerment of Ainu Fisherman Elder 3.3.1 Confrontation Between ‘Group A’ and ‘Group B’ 3.3.2 ‘Irrational’ Behaviour 3.3.3 Impossible Whaling Dream 3.3.4 ‘Patchy Empowerment’: Success or ‘Unsuccess’? 3.4 Summary References Part II ESD Beyond Socially-Critical Approach—Decoloniality 4 Letting Go 4.1 No-Way Out 4.2 Re-engaging with the Literature 4.2.1 Homogenous View in Critical Theory 4.2.2 Schooling Focus of Critical EE 4.2.3 Critical Theory in Critical EE 4.3 A Way Out: Decoloniality 4.4 Summary References 5 Rethinking ESD from the Perspective of a Socially-Marginalised Individual 5.1 Ogata, a Minamata Disease Victim Fisherman 5.2 Hatakeyama’s Ainu World 5.3 Embodied Local and Indigenous Knowledge 5.4 Epistemological Oppression 5.5 Rethinking Hatakeyama’s ‘Puzzling’ Behaviour 5.6 New Beginning 5.7 Summary References 6 Within and Beyond: A Praxis Framework for ESD in a Community Development Context 6.1 Proposing a Praxis Framework 6.1.1 Step 1: Conscientisation 6.1.2 Step 2: Stepping Out 6.1.3 Step 3: Establishing the Epistemology of the Marginalised 6.1.4 Step 4: Re-Engaging Back with the Multi-Stakeholder Dialogue 6.1.5 Role of Educator: Cultural Broker and Escort Runner 6.2 Reflection on the Significance of the Research 6.2.1 Validity of Research Process 6.2.2 Contributions of This Research 6.3 The Way Forward References