Recent scholarship on children 's literature displays a wide variety of interests in classic and contemporary children 's books. While environmental and ecological concerns have led to an interest in ecocriticism, as yet there is little on the significance of the ecological imagination and experience to both the authors and readers young and old of these texts. This edited collection brings together a set of original international research-based chapters to explore the role of children 's literature in learning about environments and places, with a focus on how children 's literature may inform and enrich our imagination, experiences and responses to environmental challenges and injustice. Contributions from Australia, Canada, USA and UK explore the diverse ways in which children 's literature can provide what are arguably some of the first and possibly most formative engagements that some children might have with nature . Chapters examine classic and new storybooks, mythic tales, and image-based and/or written texts read at home, in school and in the field. Contributors focus on exploring how children 's literature mediates and informs our imagination and understandings of diverse environments and places, and how it might open our eyes and lives to other presences, understandings and priorities through stories, their telling and re-telling, and their analysis.

This book was originally published as a special issue of Environmental Education Research.

Previously published as a special issue of Environmental Education Research, this collection includes papers published in the first 10 years of the journal, together with a series of specially commissioned critical vignettes that address the kinds of research that the journal attracts and wider aspects of the journal's work over that time. Contributors and editors also look ahead to the next ten years, discussing six major themes within contemporary research that require close scrutiny: EE and ESD: tension or transition? locating the environmental in environmental education research doing environmental education research environmental learning as process and outcome environmental education for ... developing environmental education research. For each theme, two papers published by the journal in the first ten years are re-printed and two researchers review the issues they raise, giving readers a broad and future-facing overview of the development of the field today.

Previously published as a special issue of Environmental Education Research, this collection includes some of the most influential and important articles contributed to the field over the last decade. Drawing out the best articles from volumes one to ten, the editors highlight six major themes: EE and ESD: tension or transition? locating the environmental in environmental education research doing environmental education research environmental learning as process and outcome environmental education for ... developing environmental education research. For each theme, two papers published by the journal in the first ten years are re-printed and two researchers review the issues they raise, giving readers a broad and future-facing overview of the development of the field today.

This ground-breaking collection brings together a range of perspectives on the philosophy, design and experience of participatory approaches within education and the environment, health and sustainability. Chapters address participatory work with children, youth and adults in both formal and non-formal settings. Authors combine reflections on experience, models and case studies of participatory education with commentary on key debates and issues.

This collection traces the development and findings of curriculum studies of environmental education since the mid-1970s. Based on a virtual special issue of the Journal of Curriculum Studies, the volume identifies a series of curriculum challenges for and from environmental education. These include key questions in curriculum politics, planning and implementation, including which educative experiences should a curriculum foster and why; what the scope of a worthwhile curriculum should be and how it should be decided, organised and reworked; why distinctive curricula are provided to different groups of students; and how curriculum should best be enacted and evaluated? The editor and contributors call for renewed attention to the possibilities for future directions in research, in light of previously published work and innovations in scholarship. They also offer critical commentary on curriculum, critique and crisis in environmental education, through new material and previous studies from the journal, by addressing three key themes: perspectives on curriculum and environment education; accounting for curriculum in environmental education; and changes in curriculum for environmental education.

Recent scholarship on children s literature displays a wide variety of interests in classic and contemporary children s books. While environmental and ecological concerns have led to an interest in ecocriticism, as yet there is little on the significance of the ecological imagination and experience to both the authors and readers young and old of these texts. This edited collection brings together a set of original international research-based chapters to explore the role of children s literature in learning about environments and places, with a focus on how children s literature may inform and enrich our imagination, experiences and responses to environmental challenges and injustice. Contributions from Australia, Canada, USA and UK explore the diverse ways in which children s literature can provide what are arguably some of the first and possibly most formative engagements that some children might have with nature . Chapters examine classic and new storybooks, mythic tales, and image-based and/or written texts read at home, in school and in the field. Contributors focus on exploring how children s literature mediates and informs our imagination and understandings of diverse environments and places, and how it might open our eyes and lives to other presences, understandings and priorities through stories, their telling and re-telling, and their analysis.

This book was originally published as a special issue of Environmental Education Research."

The past decade has seen an explosion of interest in civics and citizenship education. There have been unprecedented developments in citizenship education taking place in schools, adult education centers, or in the less formally structured spaces of media images and commentary around the world. This book provides an overview of the development of civics and citizenship education policy across a range of nation states. The contributors, all widely respected scholars in the field of civics and citizenship education, provide a thorough understanding of the different ways in which citizenship has been taken up by educators, governments and the wider public. Citizenship is never a single given, unproblematic concept, but rather its meanings have to be worked through and developed in terms of the particularities of socio-political location and history. This volume promotes a wider and more grounded understanding of the ways in which citizenship education is enacted across different nation states in order to develop education for active and participatory citizenry in both local and global contexts.

Australian education policy for the past 40 years has been heading in the wrong direction and is entirely unsuitable for preparing young people for the 21st century. Exaggeration? Sadly not. For a teacher, there is nothing more exhilarating than encouraging young people to realise the power of learning. But in our schools today, teachers spend so much time preparing their students for high-stakes tests, gathering data and filling in forms, that many of them feel like the life has been squeezed out of their role. Schooling has been turned into a market, and school leaders are forced to spend precious time and resources competing with other schools. Their professional experience is disregarded as policy makers turn to the corporate world and self-appointed commentators to determine curriculum and school funding. The outcome? Our schooling system is becoming more segregated; children from poorer backgrounds are falling behind; public schools are starved of funds; and good teachers are leaving. One of the most highly regarded educational leaders in Australia, Alan Reid, argues it's time to reconsider the purposes of education, the capacities we need for the future, and the strategies that will get us there. He outlines a new narrative for Australian schooling that is futures-focused and prizes flexibility, adaptability, collaboration and agility, with students, teachers and school communities at centre-stage. 'A provocative and persuasive argument for the necessity of a new narrative for Australian schooling so as to meet better the demonstrable demands of the twenty-first century...' - Emeritus Professor Bob Lingard, The University of Queensland 'At the heart of the book is a penetrating critique of neoliberalism and the damaging effects it is having on education and society. It should be essential reading for policy makers, educators, parents, and anyone interested in the current state of Australian education.' - Professor Barry Down, Murdoch University

The past decade has seen an explosion of interest in civics and citizenship education. There have been unprecedented developments in citizenship education taking place in schools, adult education centers, or in the less formally structured spaces of media images and commentary around the world. This book provides an overview of the development of civics and citizenship education policy across a range of nation states. The contributors, all widely respected scholars in the field of civics and citizenship education, provide a thorough understanding of the different ways in which citizenship has been taken up by educators, governments and the wider public. Citizenship is never a single given, unproblematic concept, but rather its meanings have to be worked through and developed in terms of the particularities of socio-political location and history. This volume promotes a wider and more grounded understanding of the ways in which citizenship education is enacted across different nation states in order to develop education for active and participatory citizenry in both local and global contexts.

This study locates what is happening to teachers work in the global economy. Within the dramatically changed circumstances of globalization, schools are being required to act as if they were private businesses driven by the quest for efficiency and operating in a supposed atmosphere of marketization and competition with each other for resources, students, reputation, and public support for their continued existence. Meanwhile, this ideology of schools as cost centres has become so pervasive that there has been little public debate on its desirability or its alternatives. This book seeks to addresses this imbalance and provides a major renovation of labour process theory in an educational context. Two case studies provide a tangible working expression of the labour process of teaching, showing how teachers are simultaneously experiencing significant changes to their work, as well as responding in ways that actively shape these processes.

Extended critical case studies provide a tangible working expression of the labour process of teaching, showing how teachers are simultaneously experiencing significant changes to their work, as well as responding in ways that actively shape these processes. For teachers and researchers, this book shows what processes are at work in the global economy which impact on, and sometimes control, the role of the teacher. It also reveals how teachers accommodate, resist or redefine their working circumstances, and explores methods researchers might employ in order to increase our understanding and knowledge of the effect of globalization on teaching.

Oysters are humble animals yet very important. Vital to the health of our coast, this keystone species helps filter coastal waters and protects shorelines from undue erosion. In addition, oysters are a source for both food and physical shelter for a wide array of other animals as well as some plants. This book began with a federal grant to create a living shoreline, a manmade slope carefully engineered to provide optimal living conditions for oysters and that will function as a seamless part of the natural environment. Such living shorelines allow oysters to thrive while they also help protect the land from some of the problems that are increasing because of climate change. Why add a children's book to an ecological building project? Learning about oysters and their role in the environment will help our young people grow into adults who are good stewards of our planet. Understanding life cycles and the interconnections between species, no matter how small, are crucial to that outcome, and oysters are a fascinating and compelling way to explore those concepts. Includes: Full-page color illustrations throughout. Inset illustrations highlighting associated species, life-cycle stages, ecological insights, and human uses of oysters. Amazing oyster facts. Ways to help support oysters. Further reading.

Addressing the need for an authoritative reference work to make sense of this rapidly growing subject and its multidisciplinary corpus of scholarly literature, 'Environmental Education' is a new title from the acclaimed Routledge series, Critical Concepts in the Environment. Edited by two of the field's leading scholars, this Major Works collection embraces a wide variety of methodological traditions to bring together in four volumes the foundational and the very best cutting-edge scholarship. The collection enables users to access-and to make sense of-the most important findings and theories that have been developed by environmental education research. It provides a synoptic view of all the key issues, current debates, and controversies. 'Environmental Education' is fully indexed and includes comprehensive introductions, newly written by the editors, which place the collected materials in their historical and intellectual context. It is an essential reference collection and is destined to be valued by scholars and students-as well as policy-makers and practitioners-as a vital one-stop research and pedagogic resource. oe oe oe Environmental Education is edited by Alan Reid (Monash University), editor of Environmental Education Research, and Justin Dillon (University of Bristol), co-editor of the International Journal of Science Education and Past President of the European Science Education Research Association.

Public education in Australia faces challenges as never before. While politicians and media pundits agonise over the latest NAPLAN results, lamenting falling standards, teachers are leaving the profession in record numbers, disillusioned with the pressures of their working environment and the lack of trust in their work by policy makers. What is the answer? How should Australian education change to better meet the needs of students, teachers and our complex, rapidly changing society? In this important new book Emeritus Professor Alan Reid argues that it is time for a new narrative in Australian education policy and practice. He states that for too long education has been dominated by a standardization discourse with its origins in neoliberalism and an emphasis on education as a private commodity rather than as a public good. He presents detailed research to show that the standardization approach, particularly its market-oriented emphasis on high stakes testing, competition between schools and uniformity has, over the past 30 years of its dominance of the policy agenda, made the work of schools more difficult and failed to address the challenges of the future. The book offers instead a new vision of education that is futures-focused and prizes flexibility, adaptability, collaboration, and agility. Its policy features include student-centered teaching approaches, integrated and project-based learning, inquiry, formative assessment and teacher autonomy. The book uses a case study of the fourth industrial revolution to model the features of this approach, including new directions for curriculum, pedagogy, and school and system cultures. Importantly it shows how educators must be brought back to center stage in educational policy making. This ground-breaking work offers a positive vision for the future based on a recognition of the value of education as a builder of strong and adaptable communities. "At the heart of the book is a penetrating critique of neoliberalism and the damaging effects it is having on education and society. It draws on historical insight, sociological curiosity and case studies to illuminate the shortcomings of existing policy settings ... It should be essential reading for policy makers, educators, parents, and anyone interested in the current state of Australian education.' Professor Barry Down, School of Education, Murdoch University.

This collection traces the development and findings of curriculum studies of environmental education since the mid-1970s. Based on a virtual special issue of the Journal of Curriculum Studies, the volume identifies a series of curriculum challenges for and from environmental education. These include key questions in curriculum politics, planning and implementation, including which educative experiences should a curriculum foster and why; what the scope of a worthwhile curriculum should be and how it should be decided, organised and reworked; why distinctive curricula are provided to different groups of students; and how curriculum should best be enacted and evaluated? The editor and contributors call for renewed attention to the possibilities for future directions in research, in light of previously published work and innovations in scholarship. They also offer critical commentary on curriculum, critique and crisis in environmental education, through new material and previous studies from the journal, by addressing three key themes: perspectives on curriculum and environment education; accounting for curriculum in environmental education; and changes in curriculum for environmental education.

This timely collection surveys and critiques studies of environmental and sustainability education (ESE) policy since the mid-1990s. The volume draws on a wide range of policy studies and syntheses to provide readers with insights into the international genealogy and priorities of ESE policy. Editors and contributors call for renewed attention to the possibilities for future directions in light of previously published work and innovations in scholarship. They also offer critical commentary on the evolution of research trends, approaches and findings. Including a wide range of examples of ESE policy and policy research, the book draws on studies of educational initiatives and legislation, policy making processes and rhetoric, ideological orthodoxy and critique, curriculum making and educational theory, globalisation and neoliberalism, climate change and environmental worldviews, and much more. In addition, introductory commentary from the editors traces how ESE researchers have dealt with key trends, complexities and issues in the policy-practice-research nexus both conceptually and empirically. Throughout the collection, contributions illustrate how researchers might reimagine and reinvigorate policy research on ESE, including how working with other fields and diverse perspectives, ideas and expertise will aid the cross-fertilisation of a complex terrain of ideas, policy and practice. This book is based on a special issue of Environmental Education Research.

This ground-breaking collection brings together a range of perspectives on the philosophy, design and experience of participatory approaches within education and the environment, health and sustainability. Chapters address participatory work with children, youth and adults in both formal and non-formal settings. Authors combine reflections on experience, models and case studies of participatory education with commentary on key debates and issues.

37 Songs and 27 Tunes from Scotland in the Celtic Tradition. With guitar chords and explanatory notes this is a collection for anyone interested in the songs and music of Scotland, old and new.

This timely collection surveys and critiques studies of environmental and sustainability education (ESE) policy since the mid-1990s. The volume draws on a wide range of policy studies and syntheses to provide readers with insights into the international genealogy and priorities of ESE policy. Editors and contributors call for renewed attention to the possibilities for future directions in light of previously published work and innovations in scholarship. They also offer critical commentary on the evolution of research trends, approaches and findings. Including a wide range of examples of ESE policy and policy research, the book draws on studies of educational initiatives and legislation, policy making processes and rhetoric, ideological orthodoxy and critique, curriculum making and educational theory, globalisation and neoliberalism, climate change and environmental worldviews, and much more. In addition, introductory commentary from the editors traces how ESE researchers have dealt with key trends, complexities and issues in the policy-practice-research nexus both conceptually and empirically. Throughout the collection, contributions illustrate how researchers might reimagine and reinvigorate policy research on ESE, including how working with other fields and diverse perspectives, ideas and expertise will aid the cross-fertilisation of a complex terrain of ideas, policy and practice. This book is based on a special issue of Environmental Education Research.