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Instrumental and emancipatory learning toward a more sustainable world: Considerations for
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J. Činčera et al.
Smith, G. (2007). Place-based education: Breaking through the constraining regularities of public school. Environmental Education Research, 13(2), 189–207. https://doi.
org/10.1080/13504620701285180.
Sobel, D. (1993). Children’s special places: Exploring the role of forts, dens, and bush houses in
middle childhood. Tuscon: Zephyr Press.
Sobel, D. (1996). Beyond Ecophobia: Reclaiming the heart in nature education. Great Barrington:
Orion Society.
Sobel, D. (2005). Place-based education: Connecting classrooms and communities. Barrington:
Orion Society.
Song, Y. (2018). Improving primary students’ collaborative problem-solving competency in
project- based science learning with productive failure instructional design in a seamless learning environment. Educational Technology Research and Development, 66(4), 979–1008.
Stetsenko, A., & Arievitch, I. (2014). Vygotskian collaborative project of social transformation:
History, politics, and practice in knowledge construction. In A. Blunden (Ed.), Collaborative
projects (pp. 217–223). Leiden: Brille.
Stone, M. K., & Barlow, Z. (2005). Ecological literacy. Educating our children for a sustainable
world. San Francisco: Sierra Club Books.
Swim, J. K., Clayton, S., & Howard, G. S. (2011). Human behavioral contributions to climate
change: Psychological and contextual drivers. American Psychologist, 66(4), 251–264. https://
doi.org/10.1037/a0023472.
Takahashi, B., Tandoc, E. C., Jr., Duan, R., & Van Witsen, A. (2017). Revisiting environmental
citizenship: The role of information capital and media use. Environment and Behavior, 49(2),
111–135.
Thomson, S. (2007). Do’s and Don’ts: Children’s experiences of the primary school
playground. Environmental Education Research, 13(4), 487–500. https://doi.
org/10.1080/13504620701581588.
UNESCO. (2007). Operational definition of basic education. Theoretical framework. http://www.
unesco.org/education/framework.pdf
UNESCO. (2012). UNESCO guidelines for the recognition, validation and accreditation of the
outcomes of nonformal and informal learning. Hamburg: UNESCO Institute of Lifelong
Learning.
UNESCO. (2016). Global education monitoring report. Education for people and planet: Creating
sustainable futures for all. Paris: UNESCO.
Vaďurová, H., & Slepičková, L. (2015). Globální témata a inkluze v základním vzdělávání: přístup
Global Storylines a jeho přínos pro žáky a učitele. In D. Zámečníková & M. Vítková (Eds.),
Současné trendy v inkluzivním vzdělávání se zaměřením na žáky se speciálními vzdělávacími
potřebami v ČR a v zahraničí - teorie, výzkum, praxe. 1. vydání. Brno: Masarykova univerzita.
Vilches Norat, M. A., Fernández Herrería, A., & Martínez Rodríguez, F. M. (2016). Ecopedagogy:
A movement between critical dialogue and complexity: Proposal for a categories system.
Journal of Education for Sustainable Development (JESD), 10(1), 178–195.
Wals, A. E. J., & Lenglet, F. (2016). Sustainability citizens: Collaborative and disruptive social
learning. In R. Horne, J. Fien, B. Beza, & A. Nelson (Eds.), Sustainability citizenship in cities:
Theory and practice (pp. 52–67). London: Routledge.
Wals, A., Geerling-Eijff, F., Hubeek, F., van der Kroon, S., & Vader, J. (2008). All mixed up?
Instrumental and emancipatory learning toward a more sustainable world: Considerations for
EE policymakers. Applied Environmental Education and Communication, 7, 55–65. https://
doi.org/10.1080/15330150802473027.
J. Činčera et al.