Curriculum and Learning for Climate Action最新文献_第2页

Educators’ Perspectives on Environmental Education in India 教育工作者对印度环境教育的看法

Curriculum and Learning for Climate Action Pub Date : 2021-10-27 DOI: 10.1163/9789004471818_018

H. Shin, Srinivas Akula

引用次数: 0

Climate Change as Quality Education 气候变化作为素质教育

Curriculum and Learning for Climate Action Pub Date : 2021-10-27 DOI: 10.1163/9789004471818_007

引用次数: 0

A Whole Institution Approach to Climate Change Education 气候变化教育的全机构方法

Curriculum and Learning for Climate Action Pub Date : 2021-10-27 DOI: 10.1163/9789004471818_004

Kristen Hargis, M. McKenzie, Isabelle LeVert-Chiasson

{"title":"A Whole Institution Approach to Climate Change Education","authors":"Kristen Hargis, M. McKenzie, Isabelle LeVert-Chiasson","doi":"10.1163/9789004471818_004","DOIUrl":"https://doi.org/10.1163/9789004471818_004","url":null,"abstract":"Few studies have investigated a “whole institution” approach in relation to climate change education (CCE), despite its importance in achieving a culture of sustainability and climate action. Responding to this imperative, UNESCO launched a “Getting Cli-mate-Ready” pilot project across 25 countries through their Associated Schools Project Network (ASPnet). This pilot project integrated climate action into the domains of teaching and learning, facilities and operations, community partnerships, and school governance. In Canada, 10 primary and secondary schools participated under the direction of the Canadian Commission for UNESCO. The Sustainability and Education Policy Network (SEPN) evaluated CCE engagement in these 10 pilot schools as well as in 17 non-pilot ASPnet schools across Canada. This chapter documents the promising climate action practices identified through this evaluation. Insights for increased climate action at school, school division, and ministry of education levels are also included from a recently developed CCE primer. The chapter provides entry points for transforming education systems through a cross-site comparative analysis of a whole institution approach to CCE across Canada.","PeriodicalId":127428,"journal":{"name":"Curriculum and Learning for Climate Action","volume":"67 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":"122375287","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: 3

Perspectives from a Young Voice on Making Schools and Individuals Agents of Change 一个年轻人的观点:让学校和个人成为变革的推动者

Curriculum and Learning for Climate Action Pub Date : 2021-10-27 DOI: 10.1163/9789004471818_014

Kiana Carlisle

引用次数: 0

A Call for Transformative Learning in Southern Africa 呼吁在南部非洲开展变革性学习

Curriculum and Learning for Climate Action Pub Date : 2021-10-27 DOI: 10.1163/9789004471818_011

Y. Gwekwerere, O. Shumba

{"title":"A Call for Transformative Learning in Southern Africa","authors":"Y. Gwekwerere, O. Shumba","doi":"10.1163/9789004471818_011","DOIUrl":"https://doi.org/10.1163/9789004471818_011","url":null,"abstract":"People in Southern Africa face escalating levels of risk and uncertainty, and conse-quent vulnerability, because of multiple stresses, including climate change, environmental degradation, HIV/AIDS, poverty, and political instability. Considerable and sustained efforts in education for sustainable development (ESD) are noteworthy in helping communities to tackle these problems and to endeavor to become more sustainable. In Southern Africa, many factors make realizing action-oriented and transformative learning an immense challenge. First, historical antecedents have resulted in a curriculum that reflects the colonial past and thus impinges on the framing and internalization of curriculum reforms inspired by an ESD frame of reference. Second, the region faces roadblocks similar to those identified by Kwauk in 2020, impeding the development of transformative learning for climate action. In this chapter, we probe these challenges in light of revised curriculum frameworks in Zambia and Zimbabwe. We use teacher and student voices from a baseline study conducted in 2015 to show gaps in curriculum implementation. The chapter suggests that the adoption of a pedagogy inspired by an Afrocentric philosophy, Ubuntu , is a way to transform learning in the direction of sustainability and of thinking and taking action to address climate change.","PeriodicalId":127428,"journal":{"name":"Curriculum and Learning for Climate Action","volume":"116 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":"116277497","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: 2

UNESCO’s Framework ESD for 2030 教科文组织2030年可持续发展教育框架

Curriculum and Learning for Climate Action Pub Date : 2021-10-27 DOI: 10.1163/9789004471818_006

引用次数: 0

ESD in Malaysia 公共服务电子化在马来西亚

Curriculum and Learning for Climate Action Pub Date : 2021-10-27 DOI: 10.1163/9789004471818_017

引用次数: 0

Radical Transformation of Universities to Prepare the Next Generation of Climate Champions 大学彻底转型，培养下一代气候卫士

Curriculum and Learning for Climate Action Pub Date : 2021-10-27 DOI: 10.1163/9789004471818_005

I. Creed, Meghna Ramaswamy, Matthew Wolsfeld, S. Calvez, M. Fulton, K. Liber, Darcy D. Marciniuk, Jacqueline Ottman, Nancy Turner, Laura A. Zink, Erin Akins, Kevin Hudson, Jamie Bell, Autumn LaRose-Smith, Jory McKay

{"title":"Radical Transformation of Universities to Prepare the Next Generation of Climate Champions","authors":"I. Creed, Meghna Ramaswamy, Matthew Wolsfeld, S. Calvez, M. Fulton, K. Liber, Darcy D. Marciniuk, Jacqueline Ottman, Nancy Turner, Laura A. Zink, Erin Akins, Kevin Hudson, Jamie Bell, Autumn LaRose-Smith, Jory McKay","doi":"10.1163/9789004471818_005","DOIUrl":"https://doi.org/10.1163/9789004471818_005","url":null,"abstract":"The threat and reality of climate change must be acted upon individually and collectively. Universities have a decisive role to play in this regard – by creating the capacity in all its academic activities to lead in taking on the challenge and by graduating students with the capacity to solve the problems that the climate change situation poses. To take on these roles, universities must accept a “radical transformation”. Radical transformation is a process that requires two integrated activities: radical think-ing and transformative action. We propose that it is radical to think of universities as microcosms of society; that is, universities face the same need as everyone else to find ways to mitigate and adapt to climate change. We also propose that it is transformative for universities to inspire and be agents of change for the world: by creatively developing strategies to mitigate and adapt to climate change, universities can become global leaders in demonstrating workable solutions capable of being broadly diffused and scaled up. We present a set of design aspirations that can help universities undergo a radical transformation and thereby make headway in addressing the climate crisis.","PeriodicalId":127428,"journal":{"name":"Curriculum and Learning for Climate Action","volume":"322 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":"132422945","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

Learning to Recycle Isn’t Enough 学会回收是不够的

Curriculum and Learning for Climate Action Pub Date : 2021-10-27 DOI: 10.1163/9789004471818_009

引用次数: 0

The “Ecosystem” of Education, Engagement, and Environmental Action in Higher Education 高等教育中教育、参与和环境行动的“生态系统”

Curriculum and Learning for Climate Action Pub Date : 2021-10-27 DOI: 10.1163/9789004471818_015

Isabelle Seckler

{"title":"The “Ecosystem” of Education, Engagement, and Environmental Action in Higher Education","authors":"Isabelle Seckler","doi":"10.1163/9789004471818_015","DOIUrl":"https://doi.org/10.1163/9789004471818_015","url":null,"abstract":"As a rising sophomore at Columbia University (as of the summer of 2020), my engage-ment with climate and environmental education spans multiple community settings, each with its challenges. Having committed myself to environmental stewardship and science communication, I am learning how to adapt to different audiences. The most important lesson I’ve learned is that climate action education must be made personal: students themselves must reach a critical understanding that their lives are inextrica-bly tied to the state of the planet. We can become more powerful as agents of change by providing students with sustainable development as a framework, so that they may, through experiential learning, integrate climate issues with their respective academic interests. For the sake of increasing resiliency, quality undergraduate education must be reoriented to incorporate climate literacy and systems thinking across all academic disciplines. The radical simplicity and effectiveness of this approach further supports the growth of “translational” competencies; that is, the approach empowers and cat-alyzes students to move radical change beyond the classroom, even as they transition to virtual schooling. My self-driven approach to learning has opened many doors for translating education into action beyond the classroom. In this essay, I highlight the key points in my journey so far with sustainable development education. Abstract: The Art of Design, which highlights Massachusetts designer Learning about her work with sustainable brought me to tears. It the first time I recognized a community that shares my perspective of applying nature’s expertise to the very structure of our society. It reassured me that reconnecting with nature offers a new sustainability perspective.","PeriodicalId":127428,"journal":{"name":"Curriculum and Learning for Climate Action","volume":"67 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":"116027121","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