{"title":"Locating a Course on Environmental Justice in Theories of Environmental Education and Global Citizenship","authors":"Robert T. Amos, P. Carvalho","doi":"10.1177/0973408220980867","DOIUrl":"https://doi.org/10.1177/0973408220980867","url":null,"abstract":"Environmental education is an increasingly important concern for policymakers and universities, as it is critical to the success of the broader agenda represented by the 2015 Sustainable Development Goals. Achieving this within the higher education sector has proven difficult, however. This article examines how an interdisciplinary, extra-curricular course on the justice implications of climate change, delivered as part of University College London’s Global Citizenship Programme, combined a range of practical and theoretical methodologies to deliver environmental education and the related concept of education for global citizenship. Evidence indicates that courses such as this could be a powerful means of overcoming the shortcomings in mainstream higher education and equipping students with the skills necessary for them to assist society, at global, national and subnational levels, in transitioning towards more sustainable behaviours.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131468330","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}
{"title":"Rapid Environmental Planning Methodology: Developing Strategies for the Planners’ Education","authors":"V. Vasconcelos, Sandra Momm","doi":"10.1177/0973408220980853","DOIUrl":"https://doi.org/10.1177/0973408220980853","url":null,"abstract":"Rapid assessments are useful methods for engaging stakeholders, standardizing monitoring activities and supporting later planning stages. This article proposes to extend rapid assessment methods into ‘rapid environmental planning’ and to use it for the education of planning professionals. For the assessment stage, the pressure–state–response model is used, with a participatory valuation of the ecosystem services through supply and demand profile and future trends. The stage of scenario building includes the XLRM methodology (externalities, actions, metrics and relationships), the trends and evaluation of proposals and uncertainties, as well as the formulation of timelines and narratives. The propositional stage included intervention projects, zoning of land use and occupation guidelines. The methodology was evaluated as a didactic resource for undergraduate teaching in a watershed in São Bernardo do Campo, São Paulo (Brazil). The results indicated a high educational potential for the students as well as the potential effectiveness of this planning method.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116378218","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}
{"title":"Non-formal Education for Sustainable Development: A Case Study of the ‘Children in the Wilderness’ Eco-Club Programme in the Zambezi Region","authors":"S. Adams, T. Farrelly, John Holland","doi":"10.1177/0973408220980871","DOIUrl":"https://doi.org/10.1177/0973408220980871","url":null,"abstract":"Augmenting low income or subsistence lifestyles in developing countries with knowledge, skills and values to enable communities to live in a more sustainable manner is becoming increasingly important as the demands to simply survive increase. Consequently, education for sustainable development (ESD) has emerged strongly in recent years to become a key mechanism for a more sustainable future. Using a case study approach to determine a non-formal ESD programme’s response to the United Nations Educational, Scientific and Cultural Organization’s (UNESCO’s) (2005) ESD ‘characteristics’, this study aims to gauge the success and value of non-formal ESD. A qualitative research was undertaken in 2017 employing various data collection methods, including interviews, focus group discussions, observations and the examination of national policy documents and the non-formal ESD curriculum. The study found that the non-formal education sector provided significant support to the formal education system, leading to improved vertical integration from international guidelines to local-level implementation. The findings demonstrate the potential of the non-formal sector to augment ESD in developing contexts where the national government may lack policy or the ability to provide schools with adequate educational resources.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129746486","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}
{"title":"Teaching SDGs Using Concept Maps in Primary Teacher Training","authors":"Achilleas Mandrikas","doi":"10.1177/0973408220980873","DOIUrl":"https://doi.org/10.1177/0973408220980873","url":null,"abstract":"This article presents an original and innovative way for primary teacher training concerning teaching the 17 Sustainable Development Goals (SDGs) using concept maps. Four types of concept maps were designed and built so that the interconnections between the 17 SDGs could be captured and the complexity of their interdependencies could be highlighted. This educational tool was used in 14 workshops with interesting results, which took place in Piraeus (Greece), and was addressed to primary teachers. Concept maps have proven to be a powerful tool for highlighting correlations between the 17 SDGs, as each group of teachers who used them linked the SDGs in a unique manner and simultaneously justified this interconnection. In addition, the use of concept maps was an opportunity for teachers to experience group work and its quality characteristics, such as participation, exchange of opinions, argumentation and different perspectives.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128445305","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}
{"title":"Environment Education in Indian Schools: The Search for a New Language","authors":"Carol D’souza, Milind Brahme, M. Babu","doi":"10.1177/0973408220978845","DOIUrl":"https://doi.org/10.1177/0973408220978845","url":null,"abstract":"This article analyses the National Council of Educational Research and Training textbooks of environmental studies using critical discourse analysis to shed light on questions such as how the environment is dealt with in the text, using what kind of language are environmental concerns framed, how is the current environment crisis contextualized both in terms of ecological and social justice, if at all, and what solutions are suggested in this regard. The article finds that though the content of the textbooks exhibits strong social contextualizing of learners’ surroundings, the thrust is anthropocentric, and the environment figures only as a peripheral concern. Themes such as gender, caste, hygiene, culture, equality and discrimination emerge stronger than those of biodiversity, conservation, pollution, water crisis and global warming. While the in-built thrust on conviviality in the textbooks is necessary and heartening, a better infusion of the current predicament in terms of the environment crisis and how it could be mitigated is recommended.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132404204","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}
P. Graham, C. Kuyvenhoven, R. Upitis, Adeela Arshad-Ayaz, Eli Scheinman, Colin Khan, A. Goebel, R. S. Brown, A. Hovorka
{"title":"The Emotional Experience of Sustainability Courses: Learned Eco-Anxiety, Potential Ontological Adjustment","authors":"P. Graham, C. Kuyvenhoven, R. Upitis, Adeela Arshad-Ayaz, Eli Scheinman, Colin Khan, A. Goebel, R. S. Brown, A. Hovorka","doi":"10.1177/0973408220981163","DOIUrl":"https://doi.org/10.1177/0973408220981163","url":null,"abstract":"The knowledge content of university-level introductory sustainability courses elicits emotional reactions by students that are novel within the typical classroom context. Common negative reactions include ‘sadness’, ‘worry’, ‘guilt’ and ‘disgust’, while more positive responses include ‘feeling angry’, ‘empowered’, ‘like trying to make a difference’ or ‘having raised awareness’. These emotions are indexical of a deeper social epistemic collision between historically established social identities, including behavioural scripts consistent with, and generative of, unsustainability on the one hand, and a growing collective awareness of the consequent unsustainability that threatens students’ future well-being on the other. The authors argue that introductory sustainability courses set up the potential for not only a learned eco-anxiety, but also an ontological adjustment. That adjustment might bring student, historical inheritance and environment from a state of living in a suffering, but still separate, world to a practice of becoming with a world into which we extend and that also extends into us. Therefore, it is arguably important for instructors to be aware of the possibility of students getting into a negative state of eco-anxiety and for instructors to also have some tools for supporting a more positive ontological adjustment. We recommend that they become skilled in facilitating transformational learning by including some discussions about the ontology of self in any introductory sustainability instruction. Directing students’ attention to their own emotional responses can also be useful for grounding such classroom discussions and transformational learning.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114699760","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}
{"title":"Implicit Knowledge in the Context of Education for Sustainable Development: Students’ Orientations Towards Sustainability-Related Topics","authors":"Anne-Katrin Holfelder","doi":"10.1177/0973408220934646","DOIUrl":"https://doi.org/10.1177/0973408220934646","url":null,"abstract":"This study argues from a sociology of knowledge perspective which considers implicit knowledge as the basis for orientation towards a certain topic. Reconstructing this type of knowledge can help to better understand the learner’s perspective. Implicit knowledge originates from shared experiences. It therefore indirectly provides information about the experiences of learners. In this study, implicit knowledge (orientations) regarding sustainability-related topics was reconstructed from open group discussions with upper secondary-level students from Germany. Three main orientations are presented in this article: the orientation based on a predetermined future of the world, the orientation based on conformity and the orientation based on knowledge and awareness. The findings are discussed with regard to the shared experiences of the students and in terms of their implications for the practice and theory of education for sustainable development.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133916746","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}
R. O’Donoghue, Christa Henze, Chong Shimray, Kartikeya V. Sarabhai, J. Rivera
{"title":"Hand-Print CARE: Towards Ethics-led Action Learning for ESD in School Subject Disciplines","authors":"R. O’Donoghue, Christa Henze, Chong Shimray, Kartikeya V. Sarabhai, J. Rivera","doi":"10.1177/0973408220934647","DOIUrl":"https://doi.org/10.1177/0973408220934647","url":null,"abstract":"The Hand-Print concept emerged as a proposition for learner-led action learning in the Centre for Environment Education, Ahmedabad, Gujarat, India. Hand-Print CARE as an ethics-led action learning proposition was developed at a Local Culture for Understanding Mathematics and Science (LOCUMS) research group meeting with some educators in Alta, Norway. Here ‘CARE’ emerged as an acronym reflecting an ethic of inclusive respect through Concern for others, being Attentive to needs, showing Respect for each other and being Engaged in learning actions for the common good. Hand-Print CARE was thus activated as a co-engaged mediation process towards ‘Learning to look after others to best care for ourselves and the surroundings we all share’. Conceptual tools towards a Hand-Print CARE rationale were clarified in subsequent ESD workshops in Malaysia and Mexico and the challenge of developing a schema for ESD in school subject disciplines emerged at an ESD training workshop with National Council for Education Research and Training (NCERT) in Delhi, India. This article explores the emergence of Hand-Print CARE and the framing of an open-ended schema for mediating better-situated and ethics-led action learning in school subject disciplines. A formative perspective towards more locally situated and co-engaged processes for mediating learning was refined through an ESD Expert-Net collaboration to clarify ESD learning progressions in school subject disciplines. Some start-up materials were developed with partnering NGOs in the small town of Howick in KwaZulu-Natal, South Africa, and in an expanding collaboration involving partners in India, Mexico, Germany and South Africa. Each of us worked to refine Hand-Print CARE learning progressions for ESD processes of action learning in diverse subject discipline and school-in-community settings.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"55 23","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133085957","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}
{"title":"Factors That Influence Curricular Adoption in a Sustainability Focused Marine Science Professional Development for In-Service Teachers","authors":"Timothy A. Goodale","doi":"10.1177/0973408220934645","DOIUrl":"https://doi.org/10.1177/0973408220934645","url":null,"abstract":"The focus of this article is on the evaluation and outcomes of a professional learning opportunity that focused on 13 current K–12 public school science educators in the United States. This teacher training concentrated on sustainability education that utilized marine sciences as a unifying concept. Findings from this training helped to identify models within teacher professional development in marine science that lead to comprehensive adoption of presented curricula. Four established models/frameworks of professional development were identified and their subsequent classroom implementation was evaluated. Results include adoption rates of the various session materials, the impact and effect size of differing variables (such as deliverables or standards alignment) among the four models and their frameworks and changes in perceptions towards sustainability initiatives. These outcomes underscore several methods and strategies for successful science teacher professional development implementation in regard to marine sciences.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117056693","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}
{"title":"Too Young to Know? A Multiple Case Study of Child-to-Parent Intergenerational Learning in Relation to Environmental Sustainability","authors":"Jane Spiteri","doi":"10.1177/0973408220934649","DOIUrl":"https://doi.org/10.1177/0973408220934649","url":null,"abstract":"Little is known about child-to-parent intergenerational learning for environmental sustainability. This qualitative multiple case study research investigated how young Maltese children (aged three to seven years) influence their parents’ pro-environmental actions. Participants included 12 children and 10 parents. Data were collected via observations in one household and two state schools, conversational interviews with children, children’s drawings and their interpretations of them, children’s photograph interpretations, semi-structured interviews with parents and document analysis. Findings revealed that most parents were influenced by their children’s requests to engage in pro-environmental actions, which in turn they had learned about as part of the Eco-Schools programme. Additionally, some parents regarded their children as having agency in discussing environmental issues and strived to empower them in acquiring environmental stewardship skills, but others did not. These findings provide insight into young children’s direct and indirect abilities to influence adults’ actions towards environmental sustainability.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"39 7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116429184","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}