Issues in Teaching and Learning of Education for Sustainability: Theory into Practice (Routledge Research in Education)

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. Cover 1 Half Title 2 Series Page 3 Title Page 4 Copyright Page 5 Table of Contents 6 List of illustrations 8 Notes on contributors 10 Preface 14 List of abbreviations 15 1 Defining Education for Sustainability (EfS): a theoretical framework 18 Introduction 18 For whom and by whom: who is it for? 21 Education for sustainability – theoretical framework 22 What does a curriculum for EfS look like? 26 Parts of this book 27 Summary 28 References 29 Part I: EfS for whom? 32 2 Sustainability in Primary Geography 34 Introduction 34 Education for sustainability in the national curriculum across various countries 41 Agency and capacity for teaching ESD in Primary Geography 45 Discussion and conclusion 46 References 48 3 Learning from Haiyan: translating children’s voices into action for resilience 53 Introduction 53 What is child-centred disaster risk reduction? 54 The S3CDRRM Project: context and approach 55 Working with children, producing results 58 Key takeaway learnings from the S3CDRRM Project 63 References 63 4 Incorporating sustainability for general education: the challenge for large class teaching 65 Introduction 65 Frameworks for the sustainable built-environment 67 Learning outcome, finding and feedbacks 71 Education for sustainability (EfS) challenges 72 Future planning and development 73 The next step 74 References 74 5 Can grassroots organisations (GROs) replace government policy towards creating a sustainable climate change education programme in Singapore? 75 Introduction 75 Top-down approach 76 Bottom-up approach 77 Which approach is more effective? 79 Where do we go from here? 81 References 83 Part II: What does an EfS curriculum look like? 88 6 The question of ‘knowledge’ about disaster risk reduction in sustainability education 90 Introduction 90 Policy basis for disaster risk reduction (DRR) education 91 Knowledge and DRR 92 The place of place-based knowledge 94 Conclusion 95 References 97 7 Curriculum development on climate change adaptation: pre-service teacher training in Mongolia 102 The importance of the climate change adaptation (CCA) curriculum in Mongolia 103 Methodology of needs assessment survey 105 Curriculum content development 106 Conclusion 108 References 109 8 Fieldwork as a vehicle for sustainability education: the centrality of geographical inquiry 111 The Sustainability Curriculum Framework and the Australian Curriculum 111 Defining sustainability education fieldwork and its benefits 116 Conclusion 119 References 120 9 Emphasising sustainability when learning power system markets in higher education 122 Sustainability in higher education 122 Sustainability in electrical engineering 122 Process-based approach and three EfS pillars 123 Application in power system markets 124 Changing landscape 126 Relevant stakeholder review 129 Test for robustness 130 Conclusion 130 Recommendations and future work 131 References 131 10 (How) do students reflect on sustainability? A model to diagnose and foster reflective thinking about sustainability 134 Introduction 134 Theoretical background 135 Method 136 Selected findings 139 Factors influencing reflection on sustainability 139 Conclusion: ways to foster student reflection on sustainability 141 References 141 Part III: From theory to practice (translating) 144 11 Geographies of Education for Sustainability (EfS): shaping the EfS in Vietnam’s approach to education 146 Introduction 146 Transforming education in Vietnam: opportunities and challenges 147 Vietnam education reforms: unsettled challenges 149 Vietnam’s approach to education reforms 152 Outward-looking education 153 Socialisation of education 154 ‘Job-huntingfirst’ approach 155 Concluding remarks 156 References 157 12 Experiences and lessons: an international training programme on Education for Sustainability in the context of Chinese formal education 160 Introduction 160 Process of implementation 161 Reflection on the outcomes 164 Acknowledgements 168 References 168 13 Sustainability from theory to practice: Chinese New Year as an avenue for sustainability education 169 Introduction 169 Background: Singapore and its environment 170 Theoretical framework: Ecological Modernisation 175 Methods and procedures 178 Findings and analysis 179 Discussion and conclusion 191 Note 192 Acknowledgements 192 References 193 14 Education for Sustainability – where do we go from here? 197 Introduction 197 Conclusion 204 References 206 Index 208 "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. This book 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 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 future directions for sustainability education and implications for the teaching and learning of sustainability"-- Provided by publisher