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This book explores how the education sector can transition to being truly sustainable and why necessary innovations for educational change are being subverted and undermined when mapped onto the existing industrial educational system.Based on PhD case study research with schools that are modelling and teaching sustainability, action research, and the author's 40 years of working in the K-12 system, this volume examines how education continues to perpetuate the status quo, and why education innovations are thus undermined. It shows the importance of redesigning education based on the principles of sustainable living systems and explores how this can be achieved across all levels of the educational system. The first part of the book establishes a new vision of sustainable education, whilst the second brings to light the industrial mechanistic root metaphors in current practice across leadership and administration, buildings and grounds, curriculum design, teaching, and learning that are subverting innovative efforts. From understanding the foundational, influential, problematic root metaphors of our'Industrial'educational system, it moves to explore how the ecological principles of sustainability can be used to rethink and redesign an educational system, from its administration, leadership, and policy, to curriculum, buildings, grounds and resources, through to teaching and learning, that will support sustainability, innovation, and creativity, developing systems thinking and sustainability as a frame of mind.Exploring how the education sector can transition to being truly sustainable and find new ways to traverse the problematic'Industrial'world view at this pivotal moment, will appeal to administrators, post-secondary educators, policymakers, and researchers and scholars of sustainability education, educational leadership, curriculum design, and educational philosophy.

Responding to growing interest in the sustainable development goals (SDGs) and global concern over climate change, this volume provides an analysis of how our understanding of the relationship between environment and education has evolved during the past 50 years.Spanning from the 1972 United Nations Conference on the Human Environment through to the present day, chapters examine whether our approach to education about environmental sustainability is enacting effective change. Examining the evolution of educational approaches to environmental learning, contexts, and themes, this book moves through the decades, from the 1970s until the 2020s, tracking the impact of historical events and shifting sustainability discourses within education. Through historical, research-based analyses, this book recognises patterns, trends, and countertrends that help critically (re)assess the potential of education in creating a world that is more sustainable than current scientific predictions estimate.Proposing a set of key considerations for the future of environmental education, this accessible book will be of value to scholars, researchers, policymakers, and practitioners working within sustainability education, environmental research and policy, and teacher education more broadly.

Sustainability education has typically centered the human-focusing on the changes and paradigm shifts needed to ensure a sustainable future for humans. Yet nonhuman beings, specifically plants and animals, are and have always been central to our lives, prompting wonder, curiosity, sensitivity and awe, as well as being important in their own right. In Multispecies Thinking in the Classroom and Beyond: Teaching for a Sustainable Future the contributors discuss the importance of seeking a more inclusive, more just, and ultimately a more hopeful future. They consider how everyday, entanglements with plants and animals can challenge us and expand our worldview. The contributors consider the importance of reciprocal relationships with plants and animals and provide practical strategies, approaches, and examples of how that looks in practice in all types of educational settings.

Hoe communiceer je als ondernemer of organisatie authentiek, geloofwaardig en helder over duurzaamheid? Na het lezen van Sustainable storytelling weet je niet alleen hoe je authentiek betekenis geeft met een missiegedreven verhaal. Je leert ook hoe zichtbare en onzichtbare systemen het zuiver zichtbaar maken van duurzame ambities kunnen beïnvloeden. En hoe je een belichaamd verhaal vertelt dat als een rimpeleffect daar landt waar het zijn plek weet. Niet alleen nu, maar ook voor toekomstige generaties.'Talita's advies om kwetsbaar te durven zijn is essentieel in deze tijd van greenwashing: transparant over wat goed gaat, maar juist ook wat beter kan. Haar inzichten gaan verder dan geloofwaardig communiceren: ze gaan over zo handelen dat je jezelf in de spiegel kunt aankijken.'- Marieke Eyskoot, duurzame lifestyle-expert'Als iedereen met een duurzame drive Sustainable Storytelling leest, zullen we effectiever zijn in het informeren, inspireren en activeren van anderen. Precies wat de wereld nu nodig heeft!'- Babette Porcelijn, impactexpert, schrijver, ontwerper'Voor grote transformaties heb je veel mensen nodig die een rimpeleffect starten om in beweging te komen. En als mensheid hebben we nieuwe verhalen nodig. Talita helpt mensen zowel rimpels te veroorzaken als nieuwe verhalen te delen.'Roanne van Voorst, toekomstantropoloog

This creative volume demonstrates the urgent importance of engaging students cognitively and affectively with the climate crisis and environmental education, underpinning the vital role the language arts play in expanding this engagement for a better future.Moving beyond the basic modalities of English, chapters written by an internationally diverse group of contributors advocate for the integration of language arts with environmental education through broad representation of creative subdisciplines: drama, visual literacy, philosophy, poetry, student voice and more. These subdisciplines are explored to suggest the context in which environmental degradation, forest ecologies, carbon literacy and indigenous knowledges are taught, further helping students to develop a comprehensive view of how they can effect change. Ultimately, the book makes a compelling argument by emphasising the significance of interdisciplinary learning in fostering a holistic understanding of environmental issues.This volume will appeal to scholars, researchers and postgraduate students in the field of environmental and sustainability education, English and literacy/language arts and teacher education more broadly. Undergraduate students, policymakers, environmental educators and curriculum designers may also benefit from this volume.

This book studies the importance of adopting Green Academia as a systemic long-term counter-intervention strategy against any form of impending pandemics in the post-COVID era and beyond. It argues that anti-nature and capitalistic knowledge systems have contributed to the evolution and growth of COVID-19 across the globe and emphasizes the merits of reinstating nature-based and environment-friendly pedagogical and curricular infrastructures in mainstream educational institutions. The volume also explores possible ways of weaving ecology and the environment as a habitual practice of teaching and learning in an intersectional manner with Science and Technology Studies. With detailed case studies of the green schools in Bhutan and similar practices in India, Kenya, and New Zealand, the book argues for different forms of eco-friendly education systems and the possibilities of expanding these local practices to a global stage.Part of the Academics, Politics and Society in the Post-COVID World series, this book will be an essential read for scholars and researchers of sociology, cultural studies, decolonial studies, education, ecology, public policy social anthropology, sustainable development, sociology of education, and political sociology.

This book lays out the principles and practices of transformative sustainability education using a relational way of thinking and being.Elizabeth A. Lange advocates for a new approach to environmental and sustainability education, that of rethinking the Western way of knowing and being and engendering a frank discussion about the societal elements that are generating climate, environmental, economic, and social issues. Highlighting the importance of Indigenous and life-giving cultures, the book covers educational theory, transformation stories of adult learners, social and economic critique, and visions of changemakers. Each chapter also has a strong pedagogical element, with entry points for learners and embodied practices and examples of taking action at micro/meso/macro levels woven throughout. Overall, this book enacts a relational approach to transformative sustainability education that draws from post humanist theory, process thought, relational ontology, decolonization theory, Indigenous philosophy, and a spirituality that builds a sense of sacred towards the living world.Written in an imaginative, storytelling manner, this book will be a great resource for formal and nonformal environmental and sustainability educators.

Overall Winner, SAGT (Scottish Association of Geography Teachers) Awards 2022Winner, Global Dimension Teachers'Choice Award 2023Shortlisted, BERA Educational Research Book of the Year 2023Highly Commended, GA (Geographical Association) Publisher's Awards 2023Sustainability 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.

Stories and narratives are powerful tools for explaining the world around us. This book explores storytelling as a way of engaging audiences with sustainable development issues and reflects on the opportunities and limitations of storytelling for sustainability as an innovative approach to sustainability communication. Bringing together voices and perspectives from research and practice, this volume explores the ways in which storytelling can support change toward sustainability. Unlike other anthologies, the book first provides a sound scientific basis by unfolding the storytelling approach and presenting empirical studies on its impact on effects. It clarifies important terms and presents recent findings on the impact of storytelling on sustainability from an extensive 3-year research project on this question. The second part shows how storytelling can be used in different fields of practice to communicate sustainability in more engaging and effective ways. Here, the main focus is on not only case-based accounts of positive change, but also tensions, arising from the application of storytelling for sustainability in journalism, higher education, corporate communication, or science communication. Combining theory with practical examples, this innovative book will be a great resource for students and scholars of environmental communication and sustainable development, as well as professionals working in related fields.

There is growing awareness among leading responsible management scholars and practitioners that understanding global wicked problems is insufficient in effecting lasting engagement and changed behaviors. Research indicates that to impact behavior, the mindset has to shift, which leaves the question: How do you shift a mindset?This book guides educators and practitioners, their students and colleagues to take action on finding urgent solutions to the grand challenges stated in the 17 UN Sustainable Development Goals. A Sustainability Mindset is a way of thinking and being that results from a broad understanding of the ecosystem, from social sensitivity and an introspective focus on our personal values and higher self, which finds its expression in actions for the greater good. By promoting a mindset shift, educators in very diverse contexts are laying the foundation for a resilient future. The book presents a collection of over 150 student voices depicting a transformative experience and a shift in their mindset. Seventeen educator/student teams of contributing authors from across five continents describe the activity that prompted those students'reflections, and the conceptual frameworks that played a role in the selection of the learning goals and activities.The book is written with academic and corporate educators, reflective practitioners, consultants, coaches, trainers and students in mind, and is invaluable in guiding the process of developing a sustainability mindset among participants in the training process.

La educación es un derecho humano y una fuerza del desarrollo sostenible y de la paz. La Agenda 2030 de la Unesco para el desarrollo sostenible necesita la educación para permitir que todas las personas adquieran los conocimientos, las competencias, las habilidades, los valores y las actitudes necesarios que les permitan vivir con dignidad, construir sus vidas y contribuir en sus sociedades, creando un mundo más justo, pacífico, tolerante, inclusivo, seguro y sostenible. Los desafíos de la educación, pilar que promueve una mayor justicia social y cohesión entre la población, son garantizar la inclusión e igualdad de calidad, así como promover oportunidades de aprendizaje permanente, permitiendo la adquisición de conocimientos y habilidades que empoderen a las personas y mejoren sus vidas. La educación para la sostenibilidad refleja la preocupación por una educación de elevada calidad, integral y transformativa que atañe al contenido, al entorno, a los resultados del aprendizaje y a la pedagogía, y ayuda a las personas a entender lo que pasa (saber), a sentirse parte de la sociedad en la que viven (saber ser) y a conocer cómo pueden participar en los procesos de desarrollo (saber hacer), desarrollando la capacidad de aprender a aprender. En la educación sostenible el alumnado es el protagonista, con un aprendizaje orientado a la acción, que fomenta la creatividad y el trabajo colaborativo; características que potencian la mejora continua. Las generaciones que hoy se educan en escuelas sostenibles son aquellas que liderarán el mundo del mañana.

Empowering Teachers through Environmental and Sustainability Education draws inspiration from an empirical study exploring early career teachers'attempts at enacting Environmental and Sustainability Education (ESE) in their everyday teaching practices. It showcases how a confluence of personal, professional and environmental identities supports implementation of ESE. Additionally, this book discusses key concepts and issues surrounding ESE and the ways in which teachers may claim agency and power to create change in their classroom practices. Drawing from theoretical perspectives, such as Bourdieu's ‘thinking tools'habitus and capital, theories of identity, and Foucault's concept of power and knowledge relations, this book explores how teachers negotiate policies, curriculum and institutional norms to further theoretical and practical understanding of ESE. The use of personal narratives offers new insights into teachers'agency in creating localised yet powerful change through small and meaningful actions. The purpose of this book, therefore, is to explore ways in which meaningful change can be made in educational settings through these small agentive and yet empowering steps. This book reveals that teachers can enact agency and navigate the power structures that exist within educational settings in order to make ESE meaningful within their classrooms.

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.

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.

Mettre en œuvre une éducation à un paradigme afin de tendre vers la durabilité indispensable au devenir du vivant, tel est le projet de cet ouvrage. Comment positionner la durabilité comme un référentiel d'existence indissociable de notre Humanité en structurant un nouveau paradigme? Un socle méthodologique fonde cette invitation à concevoir hors du brouhaha médiatique. Un regard pragmatique sur les prélèvements irréversibles dus à une exploitation prédatrice de l'épiderme terrestre expose une anthropisation parfois catastrophique pour les écosystèmes. Des axes d'une éducation à la durabilité invitent à agir au contact des réalités de la Terre, indépendamment des seuls progrès technologiques.

La formación de educadoras y educadores ambientales en la Universidad Autónoma de la Ciudad de México (UACM), ha sido uno de los objetivos primordiales a los que se ha orientado esta institución desde los primeros momentos de su creación. En su seno, oferta el programa académico de la maestría en Educación Ambiental, el cual busca concretar nuevas respuestas educativas a los problemas ambientales que se viven en los diferentes puntos del país, y de manera particular, en la Ciudad de México, a fin de revelar otros futuros posibles para todos, donde el respeto por la condición humana y la protección del medio ambiente sean dos aspectos inseparables. En este marco, el programa de la maestría en Educación Ambiental hace un alto en el camino para tratar de averiguar cuáles han sido algunos de los senderos que ha transitado en su objetivo ineludible de formar educadores ambientales; indaga sobre los conocimientos, habilidades y destrezas adquiridas por los estudiantes y busca comprender cómo se han materializado en prácticas pedagógicas concretas, al tiempo que pretende reflexionar sobre la forma en que sus egresados se asumen como educadores ambientales y muestra algunas las perspectivas de futuro que le otorgan a la educación ambiental en los años por venir. Así, los escritos que integran este volumen muestran distintas miradas al trabajo profesional de los egresados, donde se sitúan algunos análisis y reflexiones en torno a los hallazgos y propuestas, producto de la visión particular de cada uno de sus autores, esto con la intención de compartir un primer acercamiento al campo de la educación ambiental, y de manera concreta, una perspectiva de análisis sobre el quehacer educativo-ambiental de los egresados de este programa académico.

Natuur- en milieueducatie kent een lange traditie. In dit boek brengen vier auteurs die traditie in beeld. Ze verhalen over verleden, heden en toekomst, en reflecteren op bestuur en beleid, inhoud en organisatie. Natuur- en milieueducatie veranderde maar is deels hetzelfde gebleven. Vroeger leerde je op school buiten spelen, rollen door het gras, kleine beestjes vangen, schooltuintjes harken, honing proeven, slootje springen, les krijgen van de schoolbioloog. Natuur hoorde erbij, natuur- en milieueducatie hoorde erbij. Toen en nu. Vandaag de dag is de schoolbioloog een duurzame duizendpoot. Een professional die op allerlei manieren jong en oud naar buiten brengt. Een betrokken persoon die je meer bijbrengt over natuur en milieu en helpt om een duurzame levensstijl te ontwikkelen. Iemand van wie je buiten veel leert én met wie je buiten veel plezier beleeft. Veertien ervaringsdeskundigen vertellen in dit boek over hun eigen werk. Hun verhalen schetsen een sterk verbrede beroepspraktijk. Ze dagen uit om kritisch naar het eigen werk en de eigen organisatie te kijken. De auteurs hopen met dit boek de tongen los te maken. Ze willen inspireren en intrigeren, waarbij betrokkenheid de basis vormt.'Van schoolbioloog tot duurzame duizendpoot'draagt bouwstenen aan voor een vitale organisatie van natuur- en milieueducatie. Het boek is bedoeld voor professionals, adviseurs, bestuurders en betrokken burgers. Er wordt regelmatig geschreven over NME-projecten, of over didaktiek van de NME, maar een boek over de ontwikkeling van het gehele werkveld en de wijze waarop het werkveld zich verhoudt tot het in opkomst zijnde'leren voor duurzaamheid'was er nog niet. Dit boek geeft een diep inzicht in de grondslagen van NME en duurzaamheidseducatie zoals die de laatste decennia zijn ontwikkeld en nog steeds evolueren. Iedereen die beroepsmatig of vrijwillig met natuur-, milieu- en duurzaamheids-educatie bezig is kan baat hebben bij het lezen van dit belangrijke boek. Maar ook opdrachtgevers en bestuurders zouden het boek kunnen gebruiken om vanuit een heldere visie sturing te geven aan NME en leren voor duurzaamheid. Prof. Dr Ir Arjen Wals, Hoogleraar Transformatief Leren voor Sociaal-ecologische Duurzaamheid/Unesco Chair, Wageningen Universiteit

Tratando de um assunto extremamente relevante no contexto mundial atual, o livro Política Ambiental Integrada: um estudo sobre a Gestão Ambiental em Universidades discute questões pertinentes a gestão e destinação dos resíduos sólidos gerados pela sociedade. À medida que a população aumenta e mantém modelos de consumo insustentáveis, destrói-se a base da própria sustentação da vida. As universidades têm um papel fundamental na mudança desse comportamento, pois produzem conhecimentos e preparam futuros profissionais para o mercado de trabalho. Os problemas relacionados à gestão dos resíduos sólidos em universidades são complexos e exigem soluções sistêmicas pautadas, principalmente, na prevenção e redução da geração desses resíduos. Com grande propriedade, as autoras apresentam as políticas ambientais presentes em universidades, explicam a legislação vigente concernente ao tema e apontam formas de aplicação de uma política integrada, focada na educação e na conscientização como estratégias para uma Gestão Ambiental na Universidade.

Transformative eco-education is environmental education that is literally needed to transform and save our planet, especially during the global ecological crises of our present century. Such education demands inner transformation of many deeply rooted ideas, such as the following: the Earth exists merely to provide for human comfort; the extinction or reduction of other species does not matter; we are free to consume or destroy natural resources at will but are safe from destruction ourselves; and the Earth will continue to sustain us, even if we do not sustain the Earth. Unless these concepts are changed, we will increase global warming and add to the ruin of much of the Earth. This book presents powerful ideas for transformative eco-education. At this time of ever-increasing ecological crisis, such education is needed more than ever before. We urge readers to use the ideas and activities in this book with your students, develop them further, and create new conceptions to share with other educators and students. The chapters in this book provide key principles, of which the following are just a few. First, educators can and should prepare students for natural disasters. Second, stories, case studies, the arts, and hands-on environmental experience, all enriched by reflection and discussion, can offer profound learning about ecology. Third, education at all levels can benefit from a true ecological emphasis. Fourth, teachers must receive preparation in how to employ transformative eco-education. Fifth, Indigenous wisdom can offer important, holistic, spiritual paths to understanding and caring for nature, and other spiritual traditions also provide valid ways of comprehending humans as part of the universal web of existence. Sixth, transformative eco-education can be an antidote to not only to environmental breakdown, but also to materialistic overconsumption and moral confusion. Seventh, we can only heal the Earth by also healing ourselves. If we heed these principles, together we can make transformative eco-education a blazing torch to light the path for the current century and beyond.