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.
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vii | |
| Notes on contributors |
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ix | |
| Preface |
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xiii | |
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xiv | |
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1 Defining Education for Sustainability (EfS): a theoretical framework |
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1 | (14) |
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15 | (56) |
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2 Sustainability in Primary Geography |
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17 | (19) |
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3 Learning from Haiyan: translating children's voices into action for resilience |
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36 | (12) |
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4 Incorporating sustainability for general education: the challenge for large class teaching |
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48 | (10) |
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5 Can grassroots organisations (GROs) replace government policy towards creating a sustainable climate change education programme in Singapore? |
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58 | (13) |
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PART II What does an EfS curriculum look like? |
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71 | (56) |
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6 The question of `knowledge' about disaster risk reduction in sustainability education |
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73 | (12) |
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7 Curriculum development on climate change adaptation: pre-service teacher training in Mongolia |
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85 | (9) |
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8 Fieldwork as a vehicle for sustainability education: the centrality of geographical inquiry |
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94 | (11) |
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9 Emphasising sustainability when learning power system markets in higher education |
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105 | (12) |
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10 (How) do students reflect on sustainability? A model to diagnose and foster reflective thinking about sustainability |
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117 | (10) |
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PART III From theory to practice (translating) |
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127 | (64) |
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11 Geographies of Education for Sustainability (EfS): shaping the EfS in Vietnam's approach to education |
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129 | (14) |
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12 Experiences and lessons: an international training programme on Education for Sustainability in the context of Chinese formal education |
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143 | (9) |
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13 Sustainability from theory to practice: Chinese New Year as an avenue for sustainability education |
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152 | (28) |
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14 Education for Sustainability -- where do we go from here? |
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180 | (11) |
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| Index |
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191 | |
Chew-Hung Chang is an Associate Professor at the Humanities and Social Studies Education Academic Group at NIE, NTU. He is a geography educator serving as the Co-Chair of the International Geographical Union Commission on Geographical Education (IGU-CGE), Co-Editor of the journal International Research in Geographical and Environmental Education (IRGEE), as well as the President of the Southeast Asian Geography Association (SEAGA). In addition to being a teacher educator, he has published extensively across areas in geography, climate change education, environmental and sustainability education.
Gillian Kidman is an Associate Professor of Science Education at Monash University, Australia. Her teaching and curriculum design are award-winning and she was a Lead Writer and Senior Advisor for Australias National Curriculum Australian Curriculum: Science (Science Inquiry Skills strand). She is the Co-Editor of the journal International Research in Geographical and Environmental Education (IRGEE) and is the Australian Representative Steering Committee, International Geographical Union-Commission Geographical Education (IGU-CGE) and Group Leader Sub-Committee for Diversifying Research at IGU-CGE. Gillian has research and teaching interests in the sciences and humanities, with a particular interest in inquiry forms of teaching and learning as well as the potential inquiry pedagogies have for the integration of science with other disciplines.
Andy Wi is a research associate at the National Institute of Education, Nanyang Technological University, Singapore and the Assistant Secretary of the Southeast Asian Geography Association (SEAGA). Previously, he was an educator with more than 15 years of teaching experience. He has a PhD in public education, environmental education and policy. His current research focuses are in public and environmental education, geography curriculum and Education for Sustainability. He has published in research journals such as the Environmental Education Research (EER) and the International Research in Geographical and Environmental Education (IRGEE).
