Der Begriff Postwachstum fasst verschiedene Ansätze zusammen, die sich vom aktuellen Wirtschaftswachstumsparadigma loslösen und zu einer transformative literacy beitragen. Da junge Menschen für die Gestaltung unserer gemeinsamen Zukunft eine besonders wichtige Rolle spielen, bietet das Thema Postwachstum große Potenziale im Kontext einer Bildung für nachhaltige Entwicklung (BNE). Somit kommt der Untersuchung der Perspektive von Jugendlichen auf Postwachstum, um hieran im Geographieunterricht anzuknüpfen, eine große Bedeutung zu. Dies wurde im Rahmen eines Forschungsprojektes an der Gottfried Wilhelm Leibniz Universität Hannover, in dem 25 Jugendliche in sieben verschiedenen Gruppen jeweils an drei digitalen Treffen teilgenommen haben, untersucht. Dadurch konnte herausgefunden werden, dass aus der Perspektive der Jugendlichen ein stärkerer Fokus auf Aspekte von Postwachstum sowie eine Integration von Change Agents in den Geographieunterricht von großer Bedeutung sind.

The use of digital platforms has become a central aspect of contemporary society. Accordingly, it is the responsibility of both schools and higher education institutions to prepare individuals to engage with these technologies in a safe, purposeful, critical, inclusive and reflexive manner. This article provides insights into a project combining digital participation platforms and the photovoice method. A specific case study focusing on the perception of the traffic situation in the city of Passau illustrates how these geomedia can be effectively used with both teacher training students in the first phase of their training and with school students in geography lessons. This study highlights the extent to which working with digital participation platforms and photovoice can improve the understanding of map production and thus initiate a reflexive examination of maps.

Ausgehend von persönlichen Erfahrungen des Verfassers in der Hochschullehre wird reflektiert, inwiefern post- und dekolonialen Perspektiven in der Geographiedidaktik sowohl in fachlicher als auch in pädagogischer Hinsicht Bedeutung zukommt. Dazu werden entsprechende Bezüge skizziert, ein Seminarkonzept vorgestellt und mögliche Implikationen für zukünftige Forschung und Lehre im Bereich Lehrer*innenbildung vorgeschlagen. (DIPF/Orig.)

Der Beitrag wird entlang der Fragestellung entfaltet, wie transformative Bildungsraume gestaltet werden konnen, um vor dem Hintergrund gesellschaftlicher Vielfalt und Diversität alle Schüler/-innen zur mündigen Teilhabe in einer demokratischen und transformativen Gesellschaft partizipativ zu befähigen. Dazu werden Perspektiven auf transformative Schulentwicklungsprozesse diskutiert und daraus resultierende Bedarfe fur die Lehrkräftebildung eruiert.

This chapter scrutinizes the UN's commitment to economic growth as described in SDG 8 whilst providing a critique of its neoliberal understanding of development. It presents various alternatives for "economics for future" from post-growth economies whilst considering different scales and perspectives. The young are considered central to the implementation of 2030 Agenda for Sustainable Development. Selected findings from an empirical survey of young people's views from Germany are therefore presented and discussed in relation to post-growth economies and sustainability. The findings suggest that, whilst the younger generation is interested in concepts of diverse economies, it has little knowledge about them. Some recommendations are provided for further research and for integrating these ideas into the subject of geography in secondary and higher education.

People-centred reforestation is one of the ways to achieve natural climate solutions. Ghana has established a people-centred reforestation programme known as the Modified Taunya System (MTS) where local people are assigned degraded forest reserves to practice agroforestry. Given that the MTS is a people-centred initiative, socioeconomic factors are likely to have impact on the reforestation drive. This study aims to understand the role of translocal practices of remittances and visits by migrants on the MTS. Using multi-sited, sequential explanatory mixed methods and the lens of socioecological systems, the study shows that social capital and socioeconomic obligations of cash remittances from, as well as visits by migrants to their communities of origin play positive roles on reforestation under the MTS. Specifically, translocal households have access to, and use remittances to engage relatively better in the MTS than households that do not receive remittances. This shows that translocal practices can have a positive impact on the environment at the area of origin of migrants where there are people-centred environmental policies in place.

In diesem Beitrag wird der Frage nachgegangen, ob und inwiefern Change Agents für eine sozial-ökologische Transformation als Vorbilder für Jugendliche dienen können. Nach einer Einführung des Begriffs Change Agents und einer Verortung in aktuellen Debatten folgen Reflexionen zur Relevanz eines adaptiven Umgangs mit negativen Emotionen aufgrund von globalen Krisen. Anschließend werden zu dieser theoretischen Rahmung ausgewählte Ergebnisse und Erkenntnisse eines aktuellen empirischen Forschungsprojekts präsentiert, diskutiert und abschließend eingeordnet.

Based on findings from an empirical study on young people’s perceptions of the inbalanced global distribution of cultural World Heritage sites, various aspects are discussed in order to deconstruct Eurocentrism in educational programmes. In particular, postcolonial perspectives and the importance of decolonising will be addressed.

The far-reaching consequences of the Covid-19 pandemic have not only demonstrated the economic vulnerability of the current capitalistic system, but also the positive ecological consequences of rapid policy action. Previous studies have shown that economic threats lead to a sense of lost control along with a subsequent differentiation of oneself in comparison to others. The question that arises is whether young people as drivers of the sustainability transformation will see the pandemic's impact as a positive example of fast action and therefore an opportunity, or whether they will view the phenomenon as a threat to their status quo. In this study 150 young people ages 15-24 were interviewed using an online questionnaire. The results show that young people see the Covid-19 crisis as an example of rapid, consistent action by politics and society. They demand that restrictions benefitting the climate be maintained to mitigate the climate crisis. This suggests that it is helpful to show positive examples of successful communal efforts to overcome massive threats and uncertainties, as such examples motivate young people and give them a sense of collective efficacy.

In this chapter the results and knowledge from an empirical study and ideas for a lesson sequence are presented. The example of the topic "Everyday Geographies of Young People living in the Slums of Nairobi, Kenya" emphasises the importance of a recontextualisation of geographical concepts for the classroom in order to avoid conveying stereotypes and offering more differentiated perspectives. The study is structured in two parts: In the first part, the perspectives of young people in Nairobi's slums are assessed using the photo-elicitation method. Building on this in the second part, a lesson sequence was designed and tested in an intervention study to accompany research with students in grade 9 in secondary schools in Germany. The findings from the study outlined in this chapter indicate the potential of the integration of individual and/or subjective perspectives into geography lessons by using the geographical concepts place, emotional geographies and everyday geographies. This case study example shows that 'Africa' should not be taught as a homogenous concept but rather that place-based examples and clear case studies must become subjects of the geography lessons.