Curriculum and Learning for Climate Action最新文献

Curriculum and Learning for Climate Action Pub Date : 2021-10-27 DOI: 10.1163/9789004471818_008

引用次数: 0

Implementing a School-Wide Ban on Single-Use Plastic Cutlery in a New Jersey Elementary School 新泽西州一所小学在全校范围内禁止使用一次性塑料餐具

Curriculum and Learning for Climate Action Pub Date : 2021-10-27 DOI: 10.1163/9789004471818_003

Nidhi Thakur

{"title":"Implementing a School-Wide Ban on Single-Use Plastic Cutlery in a New Jersey Elementary School","authors":"Nidhi Thakur","doi":"10.1163/9789004471818_003","DOIUrl":"https://doi.org/10.1163/9789004471818_003","url":null,"abstract":"This case study focuses on the leadership an elementary school principal took in eliminating single-use plastic cutlery in his school cafeteria. He nurtured youth eco-activism, directed toward achieving a healthy and active school and based on practicing sustainable development. Although one might expect that climate activism would vary in propor-tion to the level of a school’s resources, this case highlights that across all resource types, environment-friendly changes that question basic convenience are tough to introduce and implement and require persistence and planning. The case methodology involves a detailed timeline, constructed through interviews with the youth ambassadors, the parent-teacher organization, and the principal, of how the complete ban was ultimately accomplished by providing each student with free stainless-steel cutlery. The study aims to educate and inform education leaders how to navigate, with action and incentives, areas not directly related to academic goals. It is hoped that their engagement in sustainability issues can help challenge traditional static literacy and numeracy curriculums in favor of dynamic curriculums that, earlier in a student’s life and ideally by the age of 15, encompass sustainable lifestyles, as set out in UN’s Sustainable Development Goals 4.7.4 and 4.7.5 on advancing the understanding of global citizenship and sustainability.","PeriodicalId":127428,"journal":{"name":"Curriculum and Learning for Climate Action","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131754306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From Roadblocks to a Roadmap 从路障到路线图

Curriculum and Learning for Climate Action Pub Date : 2021-10-27 DOI: 10.1163/9789004471818_001

引用次数: 1

Toward Education for Sustainable Development 面向可持续发展教育

Curriculum and Learning for Climate Action Pub Date : 2021-10-27 DOI: 10.1163/9789004471818_019

Estefanía Pihen González

{"title":"Toward Education for Sustainable Development","authors":"Estefanía Pihen González","doi":"10.1163/9789004471818_019","DOIUrl":"https://doi.org/10.1163/9789004471818_019","url":null,"abstract":"This chapter presents strategies and approaches that a range of international schools employ in various components of their programs in education for sustainable development (ESD). The schools vary as to method of funding, location, and student pop-ulation. The approaches describe ways of compensating for an international lack of systemic support for ESD, a lack that hinders teachers from becoming agents for sustainability. The chapter presents replicable and adaptable step-by-step, detailed approaches that a school or education program can use to advance and highlight ESD in its curriculum, organizational culture, and physical infrastructure. Specifically, the chapter describes ESD pedagogies; strategies for transdisciplinary integration of sustainability themes into the academic curriculum; and ESD training for in-service teachers. The author writes from the perspective of a founder and principal of a school and an ESD practitioner and trainer. (US), Facing the Future (US), and The Institute for the Built Environment (US) through the document Green Schools in the Tropics: A Toolkit for Schools on a Budget (Pihen González et al., 2018). Currently, The Green Teach Project, led by an international team of doctoral students from the University of California Santa Barbara, is in the initial stages of constructing an international open-source inventory of K–12 integrated lesson plans for all core subjects, cataloged by country and region, language, UNESCO’s SDGs, and sustainability issue.","PeriodicalId":127428,"journal":{"name":"Curriculum and Learning for Climate Action","volume":"30 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131958068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Toward a Transdisciplinary, Justice-Centered Pedagogy of Climate Change 迈向跨学科、以正义为中心的气候变化教学法

Curriculum and Learning for Climate Action Pub Date : 2021-10-27 DOI: 10.1163/9789004471818_010

Vandana Singh

{"title":"Toward a Transdisciplinary, Justice-Centered Pedagogy of Climate Change","authors":"Vandana Singh","doi":"10.1163/9789004471818_010","DOIUrl":"https://doi.org/10.1163/9789004471818_010","url":null,"abstract":"Along with scientific and technical open questions, climate change presents unique epistemological, sociological, psychological, and ethical challenges, including climate justice. These are reflected in the education sector as well, manifesting as roadblocks and barriers at both the macro level and in the microcosm of the classroom. The failure of the education sector to take on the climate challenge is deeply problematic, since effective climate education can be a crucial component of climate mitigation. This chapter presents a re-conceptualization of the climate crisis at the intersection of science, society, ethics, justice, economics, philosophy and history of science that seeks to overcome the above-mentioned barriers. Drawing from a close study of the implementation of this framework in an undergraduate physics classroom for non-science majors over nearly a decade, I articulate four dimensions of an effective pedagogy of climate change: the scientific-technological, the transdisciplinary, the epistemological and the psycho-social. Three transdisciplinary “meta-concepts” constitute the foundation of this approach, utilized in the classroom via repeated use of visual tools. Student responses indicate that this still-developing framework has promise in the classroom","PeriodicalId":127428,"journal":{"name":"Curriculum and Learning for Climate Action","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115680252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Roadmap to Transformative Change and the Achievement of SDG 4.7 转型变革路线图和实现可持续发展目标4.7

Curriculum and Learning for Climate Action Pub Date : 2021-10-27 DOI: 10.1163/9789004471818_021

Radhika Iyengar

引用次数: 0

Empowerment, Resilience, and Stewardship as Learning Outcomes 授权，弹性和管理作为学习成果

Curriculum and Learning for Climate Action Pub Date : 2021-10-27 DOI: 10.1163/9789004471818_020

引用次数: 0

A Student Reflects on Her US Environmental Education 一个学生反思她的美国环境教育

Curriculum and Learning for Climate Action Pub Date : 2021-10-27 DOI: 10.1163/9789004471818_002

Alyssa Dougherty

引用次数: 1

Ecology-Based Curriculum Design for Transformative Times 变革时代的生态课程设计

Curriculum and Learning for Climate Action Pub Date : 2021-10-27 DOI: 10.1163/9789004471818_012

引用次数: 0

Eco-Conscious Community Development in Non-Formal Education 非正规教育中的生态意识社区发展

Curriculum and Learning for Climate Action Pub Date : 2021-10-27 DOI: 10.1163/9789004471818_013

Tara Stafford Ocansey, Emmanuel Nuetey Siakwa

{"title":"Eco-Conscious Community Development in Non-Formal Education","authors":"Tara Stafford Ocansey, Emmanuel Nuetey Siakwa","doi":"10.1163/9789004471818_013","DOIUrl":"https://doi.org/10.1163/9789004471818_013","url":null,"abstract":"Youth and Women Empowerment (YOWE), based in Ghana’s Eastern Region, is a community-based NGO that has been working since 2000 to support empowerment of vulnerable groups and improve their quality of life through community initiatives, adult learning, and advocacy. In 2018, YOWE partnered with the Center for Sustainable Development at Columbia University (CSD) to design and implement a series of training initiatives aiming, through a series of non-formal environmental education sessions, to increase women’s skills relevant to eco-friendly livelihoods and to raise community awareness of eco-friendly lifestyle choices. The chapter begins with a discussion of YOWE’s programmatic history of weaving eco-conscious practices into their various programs, drawing on literature as well as YOWE’s own experience to consider the main barriers to facilitating behavioral change amidst a landscape of poverty and lack of access to government services. The chapter continues with an overview of the project partnership with CSD, and a presentation of project findings, looking at changes in lifestyle choices and perceptions of how those choices impact the environment. The chapter close with a discussion of lessons learned and implications for how NGOs can integrate environmental education into various program priorities.","PeriodicalId":127428,"journal":{"name":"Curriculum and Learning for Climate Action","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133603560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0