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The aim of this book is to support and inspire teachers to
contribute to much-needed processes of sustainable development and
to develop teaching practices and professional identities that
allow them to cope with the specificity of sustainability issues
and, in particular, with the teaching challenges related to the
ethical and political dimension of environmental and sustainability
education. Bringing together recent scholarship on the topic, this
book translates state-of-the-art academic research into teaching
models, methods and tools. Starting with an outline of the
challenge of sustainability, it offers insights and models for
understanding the interesting yet ambiguous concept of 'sustainable
development' and the complex process of transforming society in a
more sustainable direction (Part I). It then goes on to provide a
guide to preparing courses and lessons as well as tools for
reflection about teaching practices and the multiplicity of
approaches to addressing ethical and political challenges in
sustainable development teaching (Part II). Finally, the book
offers useful conceptual frameworks, models and typologies about
the concrete design and implementation of sustainable development
teaching (Part III). This book will be essential reading for
students of education, as well as teachers in compulsory and higher
education and sustainability education researchers.
The aim of this book is to support and inspire teachers to
contribute to much-needed processes of sustainable development and
to develop teaching practices and professional identities that
allow them to cope with the specificity of sustainability issues
and, in particular, with the teaching challenges related to the
ethical and political dimension of environmental and sustainability
education. Bringing together recent scholarship on the topic, this
book translates state-of-the-art academic research into teaching
models, methods and tools. Starting with an outline of the
challenge of sustainability, it offers insights and models for
understanding the interesting yet ambiguous concept of 'sustainable
development' and the complex process of transforming society in a
more sustainable direction (Part I). It then goes on to provide a
guide to preparing courses and lessons as well as tools for
reflection about teaching practices and the multiplicity of
approaches to addressing ethical and political challenges in
sustainable development teaching (Part II). Finally, the book
offers useful conceptual frameworks, models and typologies about
the concrete design and implementation of sustainable development
teaching (Part III). This book will be essential reading for
students of education, as well as teachers in compulsory and higher
education and sustainability education researchers.
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 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.
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