This is the first book published in the UK to provide an overview of the theory and practice of education for sustainability, making a case for a critical and purposive approach to education which is appropriate to the challenges of our ...
Author: John Huckle
While governments and NGOs have stated repeatedly that education is crucial if we are to make the transition to sustainable modes of living, there has been little discussion of the radical challenge that this poses for education itself. This is the first book published in the UK to provide an overview of the theory and practice of education for sustainability, making a case for a critical and purposive approach to education which is appropriate to the challenges of our times. It brings together contributions from environmental educators working in the formal and informal sectors and in continuing education, and provides perspectives on relevant philosophy, politics and pedagogy of education for sustainability, as well as case studies and pointers towards good practice. Education for Sustainability aims to place sustainability at the centre of the education debate, and education within the sustainability debate.
This volume helps us review some of the promising practices that have been developed and used in the past decade and that have promise for moving us forward in sustainability education.
Author: Lucas F. Johnston
Student and employer demand, high-level institutional commitment, and faculty interest are inspiring the integration of sustainability oriented themes into higher education curricula and research agendas. Moving toward sustainability calls for shifts in practice such as interdisciplinary collaboration and partnerships for engaged learning. This timely edited collection provides a glimpse at the ways colleges and universities have integrated sustainability across the curriculum. The research-based chapters provide empirical studies of both traditional and innovative degree programs as well as case studies from professional schools. Chapter authors illustrate some of the inclusive and deliberative community and political processes that can lead to sustainable learning outcomes in higher education. Exploring the range of approaches campuses are making to successfully integrate sustainability into the curricula, this much-needed resource provides inspiration, guidance, and instruction for others seeking to take education for sustainability to the next level.
This volume asks the questions: What are some examples of positive contributions by ESD to sustainability in Japan? What is the role of ESD in Japan in activating people to demand and work towards change?
Author: Jane Singer
Publisher: Taylor & Francis
Educating for Sustainable Development (ESD) approaches are holistic and interdisciplinary, values-driven, participatory, multi-method, locally relevant and emphasize critical thinking and problem-solving. This book explains how ESD approaches work in the Japanese context; their effects on different stakeholders; and their ultimate potential contribution to society in Japan. It considers ESD in both formal and informal education sectors, recognizing that even when classroom learning takes place it must be place-based and predicated on a specific community context. The book explores not only ‘Why ESD’, but why and how ESD in Japan has gained importance in the past decade and more recently in the wake of the triple disaster of March 2011. It considers how ESD can help Japan recover and adapt to disasters and take initiative in building more resilient and sustainable communities. This volume asks the questions: What are some examples of positive contributions by ESD to sustainability in Japan? What is the role of ESD in Japan in activating people to demand and work towards change? How can schools, universities and non-governmental organizations link with communities to strengthen civic awareness and community action? After an introduction that elucidates the roots and recent promotion of ESD in Japan, part one of this volume looks at the formal education sector in Japan, while part two examines community-based education and sustainability initiatives. The latter revisits the Tohoku region five years on from the events of March 2011, to explore recovery and revitalization efforts by schools, NGOs and residents. This is an invaluable book for postgraduate students, researchers, teachers and policy makers working on ESD.
This book directly supports sustainability, and is a valuable resource for all primary teachers who wish to make a real difference to educating children for the future.
Author: Steven B. Lichtman
Publisher: Macmillan Education AU
Education for Sustainability is a top priority in the present international climate, where the media is dominated by environmental, social, political and economic concerns about current problems that will affect our future. As young children will become the next generation of adults, it is vital that they are educated about sustainability issues, so they can be critically aware of the problems our society faces and take positive action to help preserve their future in a rapidly changing world. While teachers are generally concerned about sustainability issues, perceived constraints of current curriculum priorities commonly inhibit Education for Sustainability from being developed in many classrooms. Education for Sustainability in the Primary Curriculum addresses this dilemma by showing how Education for Sustainability can be developed within and across all areas of the primary curriculum in Australian and New Zealand contexts. The book provides suitable approaches and examples of activities to support teachers so that they can address the State and National requirements for teaching all the primary curriculum learning areas, while also addressing Education for Sustainability to promote knowledge of, positive attitudes towards and suitable action for, sustainability in relevant, meaningful, enjoyable and creative ways. The approaches to education for sustainability in this book also support relevant state and national policies, such as the recently introduced Living Sustainably: the Australian Government's National Action Plan for Education for Sustainability (http://www.environment.gov.au/education/nap/), which provides national direction for achieving a sustainable society, and the New Zealand Government's Education for Sustainability (http://efs.tki.org.nz/), which advises schools directly. This book directly supports sustainability, and is a valuable resource for all primary teachers who wish to make a real difference to educating children for the future. A review of Education for Sustainability in the Primary Curriculum can be viewed here:
This accessibly written introduction, ideal for courses in both education and environmental studies, establishes the idea and history of ecopedagogy as a social and educational movement for sustainability.
Author: Richard Kahn
This accessibly written introduction, ideal for courses in both education and environmental studies, establishes the idea and history of ecopedagogy as a social and educational movement for sustainability. Author Richard Kahn then turns his attention to critically examine both the pros and cons of the current sustainability developments in several major contemporary educational sectors. Ultimately he provides a powerful illustration for how the notion of ecopedagogy as a form of ongoing education can offer emancipatory critiques of schools, educational policy, and institutional and organizational culture.
This book provides perspectives on the philosophy and pedagogy of education for sustainability.
Author: John Huckle
At a time when polls suggest that young British people believe that the future will offer a worse quality of life, it is becoming imperative that children are introduced to principles of sustainability through the educational system from an early age. This book provides perspectives on the philosophy and pedagogy of education for sustainability.
This book is a valuable resource for all primary teachers who wish to make a real difference to educating children for the future.
Author: Neil Taylor
Education for Sustainability is a key priority in today’s schools, as our society seeks to find a balance between environmental, social, cultural, political and economic imperatives that affect our future. As young children will become the next generation of adults, it is vital that they are educated about sustainability issues, so that they can learn to make informed decisions and take positive action for a sustainable world. Teachers are ideally placed to educate for sustainability issues, and indeed have a responsibility to do so. However, they often lack support and experience in this area, and constraints of current curriculum priorities can inhibit Education for Sustainability being taught effectively in many classrooms. Educating for Sustainability in Primary Schools: Teaching for the Future addresses this problem by showing how Education for Sustainability can be developed within and across all areas of the primary curriculum in the Australian and New Zealand contexts. The book provides a range of educational approaches and examples of activities to support teachers in addressing national requirements for teaching the major primary curriculum learning areas, while simultaneously educating for sustainability. This integrative approach to primary education can promote knowledge of, positive attitudes towards and suitable action for sustainability in relevant, meaningful, enjoyable and creative ways. This book is a valuable resource for all primary teachers who wish to make a real difference to educating children for the future.
Directly grounded in K-12 classroom practice, this book presents useful and realistic information for teachers looking to reorient their work toward sustainability and help their students develop new thinking and problem-solving abilities.
Author: Victor Nolet
Educating for Sustainability presents fundamental principles, theoretical foundations, and practical suggestions for integrating education for sustainability into existing schoolwide systems and programs, organized in three sections: Principles of Education for Sustainability; Fostering a Sustainability Worldview; Learning and Thinking for Sustainability. Designed for teachers and teachers-to-be at all grade levels and across the content areas, the focus is on professional practices and pedagogical approaches rather than specific topics often associated with sustainability. Each chapter includes a number of supports to help readers monitor and improve their own professional practice and to deepen their own sustainability wordview, including textboxes in most chapters that provide more detailed or specialized information and a range of application exercises. All chapters include several "Consider This" activities and an "Extend Your Professional Knowledge" feature. Directly grounded in K-12 classroom practice, this book presents useful and realistic information for teachers looking to reorient their work toward sustainability and help their students develop new thinking and problem-solving abilities.
"Compiles best practices, case studies, and activities ready for implementation within academic libraries to advance a mission of education for environmental sustainability"--
Author: Maria Anna Jankowska
Publisher: Library Juice Press
"Compiles best practices, case studies, and activities ready for implementation within academic libraries to advance a mission of education for environmental sustainability"--
This book illustrates how sustainability, information technologies, and envisioning the future can be effectively woven into an integrated educational experience.
Author: Keith A. Wheeler
Publisher: Springer Science & Business Media
This book illustrates how sustainability, information technologies, and envisioning the future can be effectively woven into an integrated educational experience. By understanding what it takes to build a sustainable community, students will develop the skills needed to engage successfully in a sustainable society. They will explore their own values, the values of the community and the values of society at large. Students will build awareness of the choices they make and determine whether or not these choices will support their future. Using the real world as their classroom, students will participate in gathering and analyzing data, clarifying values, listening, speaking, thinking creatively, and making decisions about their community.
This volume contains a unique compilation of research and reflections representing multiple vantage points stemming from different parts of the world that can help science educators and teacher educators in finding ways to meaningfully and ...
Author: Susan K. Stratton
This volume contains a unique compilation of research and reflections representing multiple vantage points stemming from different parts of the world that can help science educators and teacher educators in finding ways to meaningfully and purposefully embed sustainability into teaching and learning. It is a rich resource for exploring and contextualizing sustainability-oriented science education. At this time we find ourselves in a situation in which the earth’s ecological system is under significant strain as a result of human activity. In the developed world people are asking “How can we maintain our current standard of living?” while those in the developing world are asking “How can we increase the quality of our lives?” all while trying to do what is necessary to mitigate the environmental problems. This volume responds to these questions with a focus on educating for sustainability, including historical and philosophical analyses, and pedagogical and practical applications in the context of science teacher preparation. Included are many examples of ways to educate science teachers for sustainability from authors across the globe. This text argues that issues of sustainability are increasingly important to our natural world, built world, national and international economics and of course the political world. The ideas presented in the book provide examples for original, effective and necessary changes for envisioning educating science teachers for sustainability that will inform policy makers.
The collection simultaneously offers models for working through and within these challenges to advance understandings and ways of being on local, global, and personal levels that will turn the planetary tide toward effective and shared ...
Author: Jane Haladay
Publisher: MSU Press
Through pedagogical narratives, literary analyses, reflective essays, and collaborative dialogues, Narratives of Educating for Sustainability in Unsustainable Environments explores the professional and intellectual tensions of curricula, pedagogies, and personal practices that honor the relationships of interspecies ecologies, reinhabit and reconceive wounded landscapes and wounding institutions, and allow us to reattune ourselves to new yet ancient frameworks for sustainability. For the writers here, fostering sustainability in higher education means focusing on place, creating positive relationships with humans and other beings, and creating administrative structures that will maintain new approaches for the long-term, showing how teaching environmentally is at once intensely site-specific yet powerfully global, deeply personal yet visibly public. Narratives of Educating for Sustainability in Unsustainable Environments confronts the contexts that make environmental pedagogies difficult, the challenges to the well-being of the teacher-scholar, and the corrosive academic structures that compartmentalize knowledge and people. The collection simultaneously offers models for working through and within these challenges to advance understandings and ways of being on local, global, and personal levels that will turn the planetary tide toward effective and shared sustainability.
' The volume presents a series of case studies organised according to an expanded view of the 'four pillars of sustainability', addressing cultural, environmental, economic, and social concerns.
Author: Anna Reid
"Educating Musicians for Sustainability investigates the ways in which sustainability plays an important role in the education and professional preparation of musicians. It attempts to put into practice the aspirations of the United Nations Decade of Education for Sustainable Development (2005-2014) to integrate sustainability into education at all levels and disciplines. Organised around the four 'pillars of sustainability' - environmental, social, economic and cultural - aspects of music education reveal a multitude of intersections. Identifying and exemplifying these intersections assists aspiring musicians to develop a broader view of the profession of music as a human endeavour that is intimately related to the world in which they are living"--
It is intended for teachers, schools and their communities, education systems and developers of curriculum materials." -- P. 1.
Author: Alexa Cloud
"Provides a nationally agreed description of the nature and purpose of environmental education for sustainability through all years of schooling, including a vision and a framework for its implementation. It is intended for teachers, schools and their communities, education systems and developers of curriculum materials." -- P. 1.
We feel therefore we learn: The relevance of affective and social neuroscience to
education. Brain Mind and Education, 1(1), 3–10. Jones, P., Selby, D., & Stirling,
S. (2010). Sustainability perspectives: Perspectives and practice across higher ...
Author: J. Paulo Davim
This book presents the latest advances on the incorporation of sustainability in higher education. Different aspects such as the environmental, economic and social are here discussed. Several examples illustrating how sustainability in higher education is being pursued in different countries can be found in this book. Case studies include institutions from Kosovo, Brazil, Portugal, UK, Canada and USA.
This book takes as its point of departure that integrating a component of sustainability into a discipline-specific course arises from an educator asking a simple question: in the coming decades, as humanity faces unprecedented challenges, ...
Author: Kirsten Allen Bartels
Publisher: Stylus Publishing, LLC.
Over the coming decades, every academic discipline will have to respond to the paradigm of more sustainable life practices because students will be living in a world challenged by competition for resources and climate change, and will demand that every academic discipline demonstrate substantial and corresponding relevance. This book takes as its point of departure that integrating a component of sustainability into a discipline-specific course arises from an educator asking a simple question: in the coming decades, as humanity faces unprecedented challenges, what can my discipline or area of research contribute toward a better understanding of these issues? The discipline need not be future-oriented: an archaeologist, for instance, could incorporate into a course some aspects of sustainable archaeological practices in areas threatened by rapid climate change, as well as examples of sustainable or unsustainable ways of living practiced by members of the long-gone society under investigation. This book also argues that courses about sustainability need to cross disciplinary boundaries, both because of the inter-relatedness of the issues, and because students will require the ability to use interdisciplinary approaches to thrive through the multiple careers most of them will face. The contributions to this book are presented under four sections. “Sustainability as a Core Value in Education” considers the rationale for incorporating sustainability in disciplinary courses. “Teaching Sustainability in the Academic Disciplines” presents eight examples of courses from disciplines as varied as agriculture, composition, engineering, and teacher education. “Education as a Sustainable Practice” reviews how the physical environment of the classroom and the delivery of instruction need themselves to reflect the values being taught. The final section addresses the issues of leadership and long-term institutional change needed to embed sustainable practice as a core value on campus.
Opportunities and Challenges for Achieving Sustainable Development Goals
Ulisses Manuel de Miranda Azeiteiro, J. Paulo Davim. Lozano, R. ... A
methodology for sustainability evaluation and reporting in higher education
institutions. Higher ...
Author: Ulisses Manuel de Miranda Azeiteiro
Publisher: CRC Press
The book provides descriptions of experiences from research and educational sustainability projects and the role HEIs can play together with contributions presenting a variety of initiatives showing how SDGs are being implemented. The book promotes the theoretical and practical understanding on this thematic and disseminates knowledge and international research and cooperation. Contributions cover the role of SDGs in advancing implementation of sustainable development, sustainability in higher education, the role of universities in sustainable development, new paths towards sustainable development and e-learning contributions. Features Focuses on theoretical and practical understanding on Sustainability, Higher Education and SDGs to disseminate knowledge and promote research and cooperation Includes lessons learned from sustainability research and educational challenges presenting case studies, technological developments, outputs of research and studies, best practices and examples of successful projects Discusses relevant and international perspectives on sustainability, higher education and SGDs Presents local and international contributions on a variety of initiatives showing how SDGs are being implemented
Sustainability is included in each learning area, but each of these contributes in a
different way to the sustainability ... However, it is our contention that, when
teaching sustainability, from a content approach akin to that required by the ...
Author: Chew-Hung Chang
In a fast-changing, globalising world, the teaching and implementation of a curriculum for Education for Sustainability (EfS) has been a challenge for many teachers. Issues in Teaching and Learning of Education for Sustainability highlights the issues and challenges educators and academics face in implementing EfS and gives examples of what an EfS curriculum may look like and how some institutions translate the theory into practice. Organised into three parts, the volume looks at: the who (EfS for whom), the what (EfS curriculum) and the how (translating from theory to practice). The concluding chapter provides ideas and directions on where the world can proceed regarding sustainability education and how it can help in the teaching and learning of sustainability. Considering social issues such as poverty, education, health, culture and the use of natural resources, this book proposes a different path towards Education for Sustainability. Providing concrete data on the realisation of sustainable development, Issues in Teaching and Learning of Education for Sustainability will be of interest to geographers, geography educators and professionals concerned with Education for Sustainability.