Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/19469

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dc.contributor.authorClément, Pierre-
dc.contributor.authorCaravita, Silvia-
dc.contributor.authorKhammar, F.-
dc.contributor.authorCarvalho, Graça Simões de-
dc.contributor.authorQuinn, F.-
dc.contributor.authorLopes, G.-
dc.contributor.authorPaloma, S.-
dc.contributor.authorBéré-Yoda, I.-
dc.contributor.authorNchia, L. Ntam-
dc.contributor.authorValanides, N.-
dc.contributor.authorPata, K.-
dc.contributor.authorSarapuu, Tago-
dc.contributor.authorRauma, A. L.-
dc.contributor.authorLaurent, Charline-
dc.contributor.authorCastéra, J.-
dc.contributor.authorBogner, Franz-
dc.contributor.authorVarga, A.-
dc.contributor.authorValente, A.-
dc.contributor.authorKhalil, I.-
dc.contributor.authorTurcinaviciene, J.-
dc.contributor.authorPace, P.-
dc.contributor.authorSelmaoui, S.-
dc.contributor.authorSamonek-Miciuk, E.-
dc.contributor.authorKozan, A.-
dc.contributor.authorThiaw, M. S.-
dc.contributor.authorStanisavljevic, J.-
dc.contributor.authorAbrougui, Mondher-
dc.date.accessioned2012-05-24T14:57:38Z-
dc.date.available2012-05-24T14:57:38Z-
dc.date.issued2012-03-
dc.identifier.urihttp://hdl.handle.net/1822/19469-
dc.description.abstractThe environmental, social and economical dimensions of ESD include human rights as equality of all the human beings independently to their gender, ethnic group, religion or sexual orientation. To analyse teachers’ conceptions on environment and on human rights, and to identify eventual links between them and with controlled parameters, a large survey has been done in 24 countries (8 749 teachers). The data are submitted to multivariate analyses. In the less developed countries, the teachers’ conceptions are more anthropocentric, less awareness of the problem of the limit of resources in our planet, and less reticent to use GMO (genetically modified organisms). These teachers are more believing in God, more practicing religion, more for “a strong central power”, “against the separation between science and religion”. The priority of ESD in these countries is poverty and development, while it is to avoid wasting and excessive consumption in the most developed countries. The teachers with the most anthropocentric conceptions more agree with these propositions: “It is for biological reasons that women more often than men take care of housekeeping” and “Ethnic groups are genetically different and that is why some are superior to others”, and more disagree with: “Homosexual couples should have the same rights as heterosexual couples”. These points illustrate that some socio-cultural traditions can differ from values of ESD (the universal human rights).por
dc.description.sponsorshipCIEC – FCT Research Unit 317.por
dc.language.isoengpor
dc.publisherEuropean Science Education Research Association (ESERA)por
dc.rightsopenAccesspor
dc.subjectEnvironmentpor
dc.subjectTeacherspor
dc.subjectValuespor
dc.subjectGenderpor
dc.subjectHuman rightspor
dc.titleDiversity of teachers’ conceptions related to environment and human rights. A survey in 24 countriespor
dc.typeconferencePaperpor
dc.peerreviewedyespor
sdum.publicationstatuspublishedpor
oaire.citationStartPage42por
oaire.citationEndPage48por
oaire.citationConferencePlaceLyonpor
oaire.citationTitleESERA 2011 Conference : Science learning and Citizenshippor
oaire.citationVolumeEnvironmental, Health and Informal Outdoor Science Education (part 8)por
sdum.conferencePublicationESERA 2011 Conference : Science learning and Citizenshippor
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