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Education as a response to sustainability issues
In the field of environmental education and education for sustainable development, there is a lively discussion about the paradox between acknowledging pluralism and taking into account urgent sustainability concerns. With this article, we aim at nurturing this debate theoretically and empirically. We draw on concepts of Latour and Marres that allow an analysis of educational practices that strive to take into account a multiplicity of views, values, interests and knowledge claims withoutdoi:10.25656/01:9927 fatcat:xjbo4jetejbgvhxhlcxtpxcaoi