ISBN:
9789400728820
,
128079867X
,
9781280798672
Language:
English
Pages:
Online-Ressource (XVII, 221p. 38 illus, digital)
Series Statement:
Schooling for Sustainable Development 3
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T.
Keywords:
Sustainable development
;
Education
;
Education
;
Sustainable development
Abstract:
Margaret Robertson
Abstract:
'This book Schooling for Sustainable Development: A Focus on Australia, New Zealand and the Oceanic Region, is the product of passionate interests of teachers, scholars and researchers located in diverse parts of the Australasian region. Working with their colleagues within local contexts they have conducted research and gathered together information for practitioners and students interested in learning more about sustainable lifestyle practices. Some of the work has taken place in remote locations and some has been in within the confines of major cities. The Australasian Region brings together people and cultures that link traditional economies to global networks and lifestyles. Diverse terrain, politics and responses typify the region. Close to Asia there are lingering ties with old European ways and cultural beliefs. The major economies of Australia and New Zealand provide the lead with development practices for lesser economies such as Papua New Guinea, Fiji and the many island nations scattered throughout the South Pacific. This complexity is not easily represented. Key issues relate to land ownership, mobilities within the region and the gradual dissemination of knowledge, skills and wealth. The book will provide both reference material and interesting reading for teachers, researchers and practitioners in interested in community based perspectives on sustainability. We have learnt from each other and hope that others will benefit from our efforts.'
Description / Table of Contents:
Schooling for Sustainable Development; Contents; List of Figures; List of Tables; Series Editors' Introduction; Biographies of Contributors; Chapter 1: Introduction and Regional Overview; The Region and Its Place in the Global Context; Key Issues; Land and Landscape Traditions - The Importance of History; The Importance of Understanding Geography - Regional and Rural Versus Global Cities; Mobilities and Communication; People, Wilderness and Survival; The Chapters; References; Chapter 2: Sustainability Education in Classrooms: Developing Teacher Expertise; Introduction
Description / Table of Contents:
Box 2.1 An Environmental Example: Ozone DepletionThe Magnitude of the Problem; The Conceptual Environment; Box 2.2 Intuitive Ideas on How the World Works; A Theoretical Framework for Changing Conceptions; Box 2.3 Summary of Meaningful Learning; Box 2.4 Argument Is War! Is This a Barrier to Understanding?; Sustainability in Australia's School Curriculum; Conclusion; References; Chapter 3: Educating for Sustainability in New Zealand: Success Through Enviroschools; Introduction; The Situation; What Is Happening in New Zealand Schools?; What Is the Enviroschools Program ?; Benefits of the Program
Description / Table of Contents:
Transformation of LearningTransformational Learning Through the Enviroschools Program; A Possible Future Focus for ESD in NZ; References; Chapter 4: Defining and Explaining Sustainable Development and Sustainability: A Review of Curriculum Guides and School Texts; Introduction; Defining Sustainable Development and Sustainability; Other Definitions of Sustainability; An Alternative Definition of Sustainability; Sustainability Principles; The Causes of Unsustainability; Sustainable Development; Conclusion; References; Materials Analysed; (a) Advice to Curriculum Writers and Schools
Description / Table of Contents:
(b) Advice to Teachers(c) Student Textbooks; Chapter 5: Contradictory Practices and Geographical Imaginaries in the Rolling Out of Education for Sustainability in Auckland New Zealand Secondary Schools; Introduction; From Geographic Imaginaries to Geographic Imagination in Sustainability Education - Identifying the "Big" Challenge Ahead; Geographic Imaginaries and Geographic Teaching; Geography in the New Zealand Secondary School System; Researching Geographical Imaginaries in Auckland Schools; "Settings" and Geographical Imaginaries in Auckland Secondary Schools
Description / Table of Contents:
EfS and Emerging Sustainability Imaginaries in Auckland SchoolsChallenges of Opportunity and Strategies to Enliven EfS; From Stock Taking Geographical Imaginaries to Restocking with Imagination; Doing Geographical Imaginaries Aware of Framings and Constraints; What If We Don't Make Changes?; Recommendations; References; Chapter 6: Fieldwork, Schooling, Sustainability: A Tasmanian Case; Introduction; Meanings of Education for Sustainability (EfS) and Civics and Citizenship Education (CCE); Education for Sustainability (EfS); Civics and Citizenship Education (CCE)
Description / Table of Contents:
Pre-service Teachers in Tasmania: Some Curriculum Choices
Note:
Description based upon print version of record
DOI:
10.1007/978-94-007-2882-0
