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Non-formal ESD in Denmark and South Korea Educational Desires and the importance of Bad practice

This project delves into the role of Bad Practice in non-formal education for sustainable development, focusing on Environmental NGOs in Denmark and South Korea. Drawing inspiration from critical theory, it examines the perceptions of NGOs as educators and the evolution of environmental movements. The study analyzes the potential for changing educational practices and addresses the everyday dilemma of "Good" vs. "Bad" practice. By exploring the function of barriers and desires associated with Bad Practice, the research aims to understand its impact on formal and non-formal education. Is change possible, and what does it entail?

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Non-formal ESD in Denmark and South Korea Educational Desires and the importance of Bad practice

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  1. Jonas Greve Lysgaard Danish School of Education Joly@dpu.dk Non-formal ESD in Denmark and South KoreaEducationalDesires and the importance of Bad practice

  2. Non-formal Education for sustainable development  Environmental NGOs Denmark and South Korea Main interest: The “NGOs” perception of the public as a “learning entity” and of their own role as educators of the public. Project framework

  3. Analytic strategy • Historical analysis of the development of the environmental movement/NGOs • Analysis of interviews & documents from Denmark and South Korea. • Analysis of the possibilities for changing existing educational/learning practices. Theoretical inspiration: critical theory • Slavoj Žižek (Lacanian psychoanalysis ) • Laclau and Mouffe (Discourse analysis) • Sloterdijk (critique of cynicism & ideology)

  4. General cultural narratives orutopiaslikedemocracy, freedomorsustainabledevelopmentalwaysleads to a depressingfact: • ”The goodwhich I desire, I don’t do; but the evilwhich I don’tdesire, I practice”. • The everyday dilemma of ”Good ”vs. ”Bad” practice • Slowfood vs. Fast food, the theater vs. Reality TV, Bicycle vs. Car etc. • Thisbehaviorremainsveryhard to influence and change • The potential of focusingon the function of Bad Practice in everydaylife • ”Barriers” to ESD are not only to besweptaway. What is the Function of thesebarriers? • ”Les non-dupeserrent” • Whatdesires and enjoymentsarelinkedwithBad Practice • Is Bad Practice the onlythingthatkeepsussane? • How do weapplythisconcept in formal and non-formaleducation and educational research? • Educational Bad practice • Is changepossible? • What do I look for? The Importance of Bad Practice

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