Issues in Teaching and Learning of Education for Sustainability: Theory into Practice

Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of illustrations
Notes on contributors
Preface
List of abbreviations
1 Defining Education for Sustainability (EfS): a theoretical framework
	Introduction
	For whom and by whom: who is it for?
	Education for sustainability – theoretical framework
	What does a curriculum for EfS look like?
	Parts of this book
	Summary
	References
Part I: EfS for whom?
	2 Sustainability in Primary Geography
		Introduction
		Education for sustainability in the national curriculum across various countries
		Agency and capacity for teaching ESD in Primary Geography
		Discussion and conclusion
		References
	3 Learning from Haiyan: translating children’s voices into action for resilience
		Introduction
		What is child-centred disaster risk reduction?
		The S3CDRRM Project: context and approach
		Working with children, producing results
		Key takeaway learnings from the S3CDRRM Project
		References
	4 Incorporating sustainability for general education: the challenge for large class teaching
		Introduction
		Frameworks for the sustainable built-environment
		Learning outcome, finding and feedbacks
		Education for sustainability (EfS) challenges
		Future planning and development
		The next step
		References
	5 Can grassroots organisations (GROs) replace government policy towards creating a sustainable climate change education programme in Singapore?
		Introduction
		Top-down approach
		Bottom-up approach
		Which approach is more effective?
		Where do we go from here?
		References
Part II: What does an EfS curriculum look like?
	6 The question of ‘knowledge’ about disaster risk reduction in sustainability education
		Introduction
		Policy basis for disaster risk reduction (DRR) education
		Knowledge and DRR
		The place of place-based knowledge
		Conclusion
		References
	7 Curriculum development on climate change adaptation: pre-service teacher training in Mongolia
		The importance of the climate change adaptation (CCA) curriculum in Mongolia
		Methodology of needs assessment survey
		Curriculum content development
		Conclusion
		References
	8 Fieldwork as a vehicle for sustainability education: the centrality of geographical inquiry
		The Sustainability Curriculum Framework and the Australian Curriculum
		Defining sustainability education fieldwork and its benefits
		Conclusion
		References
	9 Emphasising sustainability when learning power system markets in higher education
		Sustainability in higher education
		Sustainability in electrical engineering
		Process-based approach and three EfS pillars
		Application in power system markets
		Changing landscape
		Relevant stakeholder review
		Test for robustness
		Conclusion
		Recommendations and future work
		References
	10 (How) do students reflect on sustainability? A model to diagnose and foster reflective thinking about sustainability
		Introduction
		Theoretical background
		Method
		Selected findings
		Factors influencing reflection on sustainability
		Conclusion: ways to foster student reflection on sustainability
		References
Part III: From theory to practice (translating)
	11 Geographies of Education for Sustainability (EfS): shaping the EfS in Vietnam’s approach to education
		Introduction
		Transforming education in Vietnam: opportunities and challenges
		Vietnam education reforms: unsettled challenges
		Vietnam’s approach to education reforms
		Outward-looking education
		Socialisation of education
		‘Job-huntingfirst’ approach
		Concluding remarks
		References
	12 Experiences and lessons: an international training programme on Education for Sustainability in the context of Chinese formal education
		Introduction
		Process of implementation
		Reflection on the outcomes
		Acknowledgements
		References
	13 Sustainability from theory to practice: Chinese New Year as an avenue for sustainability education
		Introduction
		Background: Singapore and its environment
		Theoretical framework: Ecological Modernisation
		Methods and procedures
		Findings and analysis
		Discussion and conclusion
		Note
		Acknowledgements
		References
	14 Education for Sustainability – where do we go from here?
		Introduction
		Conclusion
		References
Index