"Kathy Paige, David Lloyd and Richard Smith have managed to write a superb book which can qualify as the Greta Thunberg equivalent for environmental educators. Greta is rightly famous because she has told the world to stop talking and start acting in a serious way. The three South Australian educators hold up a similar mirror to educators. We have all known for a long time that traditional educational practice is for various reasons totally incapable of rising to the challenges which humankind faces today. However, a solid body of theoretical work and educational practice have grown over the last decades which enable teachers and learners to become communities of change, contributing to the transition to an eco-just future. The authors of this book, based on their long experience as educators, truly go for the core stuff, those things which are often demanded but rarely put into practice: transdisciplinarity, co-creation of real-life change through educational practice, building and imagining a futures perspective, and engaging in learning without losing the overall systemic understanding. That's the kind of reflective practitioner's stuff we need to push our own practice beyond new boundaries. [ It is] way more useful than anything I have read for a long time."Dr Rolf JuckerDirector, Swiss Foundation for Learning in and with Nature"This book challenges educators to be brave and include the principles of eco-justice "in their own classrooms and in communities that connect to their local place". It beautifully weaves together several educational strands, the affective and the cognitive, giving practical activities as well as a broad philosophy. Its coherent approach will really help teachers to make a difference, as we face an ecological crisis that demands a new approach."Professor Ian LoweEmeritus Professor of Science, Technology and Society; former Head of the School of Science at Griffith University, Australia'The authors assume a critical stance concerning our idea of knowledge, calling into question the what, why and how of knowledge-building processes. In this respect, they present readers with a critique of school learning as conventionally divided into subject disciplines in order to advance a placebased, transdisciplinary approach to both planning and learning processes. Such an approach is not only learner and learning-centred, but also life-centred.'Laura Colucci-Gray, Interdisciplinary Research Institute on Sustainability, University of Torino, ItalyMartin Dodman, School of Education, University of Edinburgh, United Kingdom
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