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The effectiveness of Education for Sustainable Development depends on the ability of schools and teachers to embrace pedagogies that reduce the gap between the rhetoric of education for the environment and the reality of classroom practices. This book responds to the need to better understand the nature of the relationships between agency and structure that contribute to the development of educational rhetoric-reality gaps in order to inform processes that most effectively facilitate pedagogical change. This book explores the issues of pedagogical change through the experiences of Australian primary school teachers faced with the challenge of implementing an environmental education program in which young students were positioned as active participants in the social processes from which environmentally sustainable practices could be developed. These teachers were required to adopt pedagogies that often represented the antithesis of their well-established teacher-directed approaches. Through the use of Anthony Giddens’ Theory of Structuration this book provides unique perspectives of the teacher mediated manner in which certain elements of structure and agency interrelate to enable and constrain classroom practices—essential understandings for school principals and educational policy developers who aim to effectively implement pedagogical change. This book also demonstrates that the Theory of Structuration provides a valuable ontological research framework, and provides social researchers with practical guidance for how to relate this theory to specific research issues.
Through a critical ethnography of a school and community, this study identifies and describes-in-action an approach to environmental education that supports the socially critical aspirations of many contemporary environmental education activists and examines its fate in the policy context of educational restructuring. The study provides a critical analysis and exploration of environmental education and environmental activism within the context of social change.
The book deals with the matter of environmental education applied to education for sustainability, taking into account formal and non-formal education contexts and bearing in mind the relationship between environmental quality and quality of life. The ideas, experiences and perspectives presented by the various specialists contributing to the book, from various geographical regions, provide an overview of the diversity of approaches used internationally in the field of environmental education and supply background information on the different problems inherent to this field, as well as a bird's eye perspective on the initiatives, projects and concrete action on the ground.
This volume supports educators in integrating meaningful education for social justice and sustainability across a wide range of curricular subjects by drawing on educational theory, innovative pedagogical approaches and creative ideas for teaching and learning. Both practical and theoretical in its approach, it addresses subject areas ranging from mathematics to visual arts to language teaching. Chapters provide subject entry points for teachers seeking to embed social justice and sustainability principles and pedagogies into their work. Transferable across various areas of learning, a range of pedagogical approaches are exemplified, ranging from inquiry approaches to ethical dilemmas to critical relational pedagogies. Ready-to-use teaching exemplars, activities and resources address issues which are of interest and relevance to children’s lives, including gender stereotyping, racism, heterosexism, climate change and species extinction. Practical guidance is provided on how to engage children in dialogue and reflection on these complex issues in a safe and ethical way. This accessible and unique volume is essential reading for student teachers, teachers, educational leaders, teacher educators and anyone interested in inspiring children to work towards creating a more socially just and sustainable world.
Learners and learning is the fourth module in the study of education series, and it aims to enable teachers to analyse learning and reflect on what they can do to improve it. It draws on the learning theories of various writers, including Piaget and Vygotsky, and grounds these in examples, practical exercises, and case studies drawn from schools. This module includes an interactive learning guide, a reader, and an audiotape. The study of education series is a project of the South African institute for distance eduaction (SAIDE). Aimed at formal and informal teacher education, this series presents valuable open-learning materials for use in distance education or in face-to-face teaching. Intended for use in colleges of education at diploma level, these modules may also be usedwith additional readings in higher or postgraduate diploma courses.
This volume seeks to broaden current ideas about the role of critical thinking (CT) in biology and environmental education considering educational challenges in the post-truth era. The chapters are distributed into three sections, perspectives of a theoretical character (part I), empirical research about CT in the context of biology and health education (part II), and empirical research on CT in the context of environmental and sustainability education (part III). The volume includes studies reporting students’ engagement in the practice of critical thinking, and displays how CT can be integrated in biology and environmental education and why biology and environmental issues are privileged contexts for the development of CT. The chapters examine a range of dimensions of CT, such as skills, dispositions, emotions, agency, open-mindedness, or personal epistemologies. In addition, they explore topics such as climate change, sustainable diets, genetically modified food, vaccination, acceptance of evolution, homeopathy, and gene cloning. Concluding remarks regarding the connections between the chapters and future directions for the integration of critical thinking in biology and environmental education are presented in a final chapter.
First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.
“The hope for the future depends on teaching current and future students the analytical and critical thinking skills for dealing with the most critical problems. My own hope is for this book to be read by everyone, even those outside the field of environmental education. Read this book, read it again, share it widely, and do something - anything - to help our needy and wounded planet."-Marc Bekoff, author of The Animal Manifesto: Six Reasons For Expanding Our Compassion Footprint "Saylan and Blumstein provide a compelling vision of what can be, and what should be, if we have the courage to open our eyes and the boldness to act.”-Peter Saundry, Ph.D., Executive Director of the National Council for Science and the Environment “A clarion call to incorporate environmental education in all grades K-12, across all academic disciplines, in order to produce future generations of environmental stewards."-Mark Gold, President, Heal The Bay "We need a sea change in the educational system. After all, if we can teach schoolchildren that vandalism is wrong, why can we not teach them that environmental destruction is wrong? This book is a haunting call to action. A beautifully written manifesto that gets it right."-Ron Swaisgood, Director of Applied Animal Ecology, Institute for Conservation Research, San Diego Zoo Global “The greatest threat to the future of all species on the planet is the huge gap between what is understood about global climate change by the scientific community and what is known about climate change by the people who need to know -- the public. The sound prescriptions in this book need to be read now. We are running out of time.”-Dr. James Hansen, world-renowned climatologist and author of Storms of My Grandchildren: The Truth About the Coming Climate Catastrophe and Our Last Chance to Save Humanity “Environmental education is a disaster and educating the public on environmental issues is the greatest challenge facing humanity today. This book will help us understand why we are headed toward the collapse of civilization, and more important, how to fix it. Packed with sound science, useful information, and brilliant ideas, it is a book we must read, and give, to our local school boards and principals nationwide. Our children will thank us."-Paul R. Ehrlich, author of The Population Bomb and Humanity on a Tightrope
This book provides 29 readings that provide a detailed overview of those elements that might take environmental education from the intuitive to the valid, to a field where there truly is a defensible, substantive structure. Contents include: (1) "Tensions in Environmental Education: Yesterday, Today, and Tomorrow" (Disinger, John F.); (2) "The Tbilisi Declaration"; (3) "Environmental Education's Definitional Problem" (Disinger, John F.); (4) "The Concept of Environmental Education" (Stapp, William B., et al.); (5) "The Status of Environmental Education with Respect to the Goal of Responsible Citizenship Behavior" (Culen, Gerald R.); (6) "Two Hats" (Hug, John); (7) "The Myths of Environmental Education--Revisited" (Hungerford, Harold R.); (8) "A Survey of the Status of State-Level Environmental Education in the U.S." (Kirk, Michelle; Wilke, Richard; Ruskey, Abby); (9) "Education Reform, Setting Standards, and Environmental Education" (Simmons, Deborah); (10) "Environmental Literacy in the United States" (Volk, Trudi L.; McBeth, William); (11) "Goals for Curriculum Development in Environmental Education" (Hungerford, Harold; Peyton, R. Ben; Wilke, Richard J.); (12) "Curriculum Development in Environmental Education for the Primary School: Challenges and Responsibilities" (Hungerford, Harold R.; Volk, Trudi L.); (13) "Environmental Education in the K-12 Curriculum: Finding a Niche" (Ramsey, John M.; Hungerford, Harold R.; Volk, Trudi L.); (14) "Integration and Curriculum Design" (Volk, Trudi L.); (15) "Comparing Four Environmental Problem Solving Models: Additional Comments" (Ramsey, John); (16) "A Technique for Analyzing Environmental Issues" (Ramsey, John M.; Hungerford, Harold R.; Volk, Trudi L.); (17) "So...You Want To Teach Issues?" (Ramsey, John; Hungerford, Harold); (18) "Assessment in Environmental Education" (Marcinkowski, Thomas); (19) "Outcome Research in Environmental Education: A Critical Review" (Leeming, Frank C.; Dwyer, William O.; Porter, Bryan E.; Cobern, Melissa K.); (20) "Predictors of Responsible Environmental Behavior: A Review of Three Dissertation Studies" (Marcinkowski, Thomas); (21) "Changing Learner Behavior through Environmental Education" (Hungerford, Harold R.; Volk, Trudi L.); (22) "The Pros and Cons of Research in Environmental Education" (Smith-Sebasto, Nicholas J.); (23) "Environmental Education and Environmental Interpretation: The Relationships" (Knapp, Doug); (24) "Evaluation of Natural Resource Education Materials: Implications for Resource Management" (Pomerantz, Gerri A.); (25) "Are We Meeting the Goal of Responsible Environmental Behavior? An Examination of Nature and Environmental Education Center Goals" (Simmons, Deborah A.); (26) "An Analysis of an Anti-Environmental Education Article: 'The Globalist Children's Crusade'" (Ramsey, John); (27) "Goals and Competencies for Precollege STS Education: Recommendations Based upon Recent Literature in Environmental Education" (Rubba, Peter A.; Wiesenmayer, Randall L.); (28) "The Science Education Reform Movement: Implications for Social Responsibility" (Ramsey, John); and (29) "The General Teaching Model (GTM)" (Each reading contains references.) (Hungerford, Harold R.). (CCM)
This book brings together stories of the green schools movement ((Eco Schools, Enviroschools, Green Schools, Sustainable Schools, ResourceSmart Schools etc) in several countries around the world, with a focus on the impact of the movement on the development and implementation of education for sustainable development in each of the countries. In particular, each story will explain the history of the movement per country, its current status, achievements, obstacles and broader impact. There have been a number of evaluations of these school movements at a national or more local level, and numerous articles and chapters have been published on aspects of these schools’ activities, but to date these have not been brought together in a single volume that focuses attention on the impact of the movement on education for sustainable development in each country. This is the purpose of this volume. The green schools movement focuses on a whole school approach which aims to include everyone (students, teachers and the local community), to improve school environments, including resource usage and the environmental footprint of the school, to motivate students to take on environmental problems and seek resolutions particularly at a local level but also thinking globally, and to improve students' attitudes and behaviours as part of developing a sustainable mind set.