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.
List of illustrations
Notes on contributors
List of abbreviations
1. Defining Education for Sustainability (EfS): a theoretical framework (Gillian Kidman, Chew-hung Chang & Andy Wi)
Part I – EfS for whom?
2. Sustainability in Primary Geography (Maria Remedios Abalahin & Chew-hung Chang)
3. Learning from Haiyan: translating children’s voices into action for resilience (Kaira Zoe Alburo-Cañete)
4. Incorporating sustainability for general education: the challenge for large class teaching (Fa Likitswat)
5. Can grassroots organisations (GROs) replace government policy towards creating a sustainable climate change education programme in Singapore? (Andy Wi)
Part II – What does an EfS curriculum look like?
6. The question of ‘knowledge’ about disaster risk reduction in sustainability education (Liberty Pascua)
7. Curriculum development on climate change adaptation: pre-service teacher training in Mongolia (Yembuu Batchuluun & Getsel Uranchimeg)
8. Fieldwork as a vehicle for sustainability education: the centrality of geographical inquiry (Niranjan Casinder & Gillian Kidman)
9. Emphasising sustainability when learning power system markets in higher education (William Infante & Jin Ma)
10. (How) do students reflect on sustainability? A model to diagnose and foster reflective thinking about sustainability (Nina Brendel)
Part III – From theory to practice (translating)
11. Geographies of Education for Sustainability (EfS): shaping the EfS in Vietnam’s approach to education (Nguyen Minh Quang)
12. Experiences and lessons: an international training programme on Education for Sustainability in the context of Chinese formal education (Qi Zhang)
13. Sustainability from theory to practice: Chinese New Year as an avenue for sustainability education (Saidul Islam)
14. Education for Sustainability – where do we go from here? (Chew-hung Chang, Gillian Kidman & Andy Wi)
This series aims to present the latest research from right across the field of education. It is not confined to any particular area or school of thought and seeks to provide coverage of a broad range of topics, theories and issues from around the world.
Please send inquiries or proposals for this series to one of the following:
Will Bateman: [email protected] – Editor, UK and Rest of World
Elsbeth Wright: Els[email protected] – Editor, North & South America
Vilija Stephens: [email protected] – Editor, Australia & New Zealand
Katie Peace: [email protected] – Publisher, Asia