Sustainability For Educators

Prioritizing Sustainability Education presents theory-to-practice essays and case studies by educators from six countries who elucidate dynamic approaches to sustainability education. Too often, students graduate with exploitative, consumer-driven orientations toward ecosystems and are unprepared to confront the urgent challenges presented by environmental degradation. Educators are prioritizing sustainability-oriented courses and programs that cultivate students’ knowledge, skills, and values and contextualize them within relational connections to local and global ecosystems. Little has yet been written, however, about the comprehensive sustainability education that educators are currently designing and implementing, often across or at the edges of disciplinary boundaries. The approaches described in this book expand beyond conventional emphases on developing students’ attitudes, knowledge, and behaviors by thinking and talking about ecosystems to additionally engaging students with ecosystems in sensory, affective, psychological, and cognitive dimensions, as well as imaginative, spiritual, or existential dimensions that guide environmental care and regeneration. This book supports educators and graduate and upper-level undergraduate students in the humanities, social sciences, environmental studies, environmental sciences, and professional programs in considering how to reorient their fields toward relational sustainability perspectives and practices.

'To summarise, this book has a clear academic justification and is aptly outlined with examples of creative and relevant ideas that could easily be adapted and implemented in many fields - particularly for those subject areas that were intentionally omitted. Readers can easily navigate to their field of interest and the book would be a highly recommended resource for many, including the student market, academics, practitioners, policy makers and senior managers.'Nancy El-Farargy, A Guide to Publications in the Physical Sciences

This book was inspired by the inaugural National Roundtable on Environmental and Sustainability Education in Canadian Faculties of Education (Roundtable 2016), which took place June 14-16, 2016, at Trent University in Peterborough, Ontario. Roundtable 2016 brought together over seventy participants from across Canada, including educators, researchers, policy-makers, consultants, and community organizations. Over the course of three days, participants took part in keynote addresses, research colloquia, networking socials, and collaborative inquiry activities focused on Environmental Sustainability Education in Teacher Education (ESE-TE). Roundtable 2016 resulted in the publication of a National Action Plan containing action-oriented recommendations for enhancing ESE-TE, and a position statement titled “The Otonabee Declaration,” where delegates articulated their views regarding environmental degradation, the critical need for enhancing ESE-TE, and, the role educators, children, youth, educational institutions, policy makers, and Indigenous communities play in enhancing ESE-TE in Canada. This volume concludes with a discussion placing current Canadian ESE-TE theory and practice within an international context.

An engaging and ready-to-use collection of teaching/learning resources to support teachers, trainers and facilitators who are embedding sustainability into their learning program. Relevant for secondary educators, VET trainers, University educators or community facilitators and consultants. It is useful for campus or business facilitators shifting their organisations towards more sustainable practice. The toolkit has 80 practical learning activities and planning tools, participant handouts, case studies, cartoon and signposts to the best resources.

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.

Now with new Introduction and additional new chapter. At a time when polls suggest that a majority of young British people believe that the future will offer a worse quality of life than the present, it is becoming imperative that children are introduced to principles of sustainability through the educational system from an early age, and that these principles are regularly reinforced and built upon. The government's own Panel on Sustainable Development has called for a 'comprehensive strategy for environmental and training', and NGOs frequently point to education as a key policy instrument in the transition to sustainable development. This is the first book published in Britain to provide an overview of the theory and practice of these issues. It brings together contributions from environmental educators working in the formal and informal sectors and in continuing education, and provides perspectives on the philosophy, politics and pedagogy of education for sustainability, as well as case studies and pointers towards good practice. Part I establishes some initial perspectives on sustainability, education and the role of NGOs; the potential for education for sustainability in the formal and informal sectors is assessed in Parts II and III; Part IV discusses its development as part of the greening of business and local government; and Part V looks at the way forward.

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.

Sustainability Education: A Classroom Guide provides an accessible, in-depth guide and critique of sustainability education for school and university students, teachers, curriculum makers and school governors working around the world with children aged 3- to 14-years old. Informed by research findings and learning theory, it provides a progressive framework for sustainability education spanning all subject areas and applicable in a wide range of settings. There are over 180 age-related teaching ideas on topics such as conservation, health, food, wildlife, climate change, social justice and sustainable living, as well as provocative questions designed to stimulate educational debate. Written by two highly experienced UK-based educators, it draws together specially commissioned contributions from Australia, Israel, Norway, South Africa, the UK and the USA. Key concepts and links to the UN Global Goals (SDGs), are highlighted throughout. A companion website offers an extensive toolkit of specially prepared PowerPoint presentations and details of over 100 lectures, reports, picture books, websites and classroom and INSET teaching resources.