Across the world, school geography curricula have been evolving to keep abreast with the issues that affect humankind in a fast-changing world such as environmental change and globalisation. The teaching and implementation of a curriculum for Education for Sustainability (EfS) has been a challenge for many teachers, who are seeking examples to learn from. This book highlights the issues and challenges educators and academics face in implementing EfS and gives examples of how some institutions translate it into practice. This book provides an examination of what an EfS curriculum may look like and how to translate the theory into practice. It also answers the important question of EfS; for whom and from whom. Organised into three categories, 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.
Table of Contents
List of contributors
List of Abbreviations
List of tables and figures
- Introduction - Defining Education for Sustainability (EfS): A theoretical Framework (Gillian Kidman, Chew-hung Chang, Andy Wi)
Part I – EfS for whom?
- Sustainability in Primary Geography (Maria Abalahin & Chew-hung Chang)
- Learning from Haiyan: Translating Children’s Voices into Action for Resilience (Kaira Zoe Alburo-Cañete)
- Incorporating Sustainability for General Education: the challenge for large class teaching (Fa Likitswat)
- Can Grassroots organisations (GROs) replace government policy toward creating a sustainable climate change education programme in Singapore? (Andy Wi)
Part II – What does an EfS curriculum look like?
- The question of ‘knowledge’ about disaster risk reduction in sustainability education (Liberty Pascua)
- Curriculum development on climate change adaptation: pre-service teacher training in Mongolia (Yembuu Batchuluun & Getsel Uranchimeg)
- Fieldwork as a vehicle for Sustainability Education: the centrality of geographical inquiry (Niranjan Casinder & Gillian Kidman)
- Emphasizing sustainability when learning power system markets in higher education (William Infante & Jin Ma)
- (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)
- Geographies of Education for Sustainability (EfS): Shaping the EfS in Vietnam’s Approach to Education (Nguyen Minh Quang)
- Experiences and Lessons: An International Training Program on Education for Sustainability in the Context of Chinese Formal Education (Qi Zhang)
- Sustainability from Theory to Practice: Chinese New Year as an Avenue for Sustainability Education (Saidul Islam)
- Conclusion - Where do we go from here? (Chew-hung Chang, Gillian Kidman, Andy Wi)
About the Series
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.
BISAC Subject Codes/Headings:
- EDUCATION / General
- EDUCATION / Curricula
- EDUCATION / Teaching Methods & Materials / Social Science
- EDUCATION / Educational Policy & Reform / General
- NATURE / Environmental Conservation & Protection