Schooling for Sustainable Development Across the Pacific.

Intro -- Series Editors' Introduction -- Contents -- Contributors -- Part I: Broad Themes and Issues -- Chapter 1: Introduction: Schooling and Education for Sustainable Development (ESD) Across the Pacific -- Introduction -- Ideological Similarities and Differences Between "East Asia" and "North America" -- Philosophical, Socio-cultural and Religious Foundations/Traditions of ESD in Selected Countries in East Asia and North America -- Socio-economic and Political Contexts of Environmental Activism and ESD in Selected Countries in East Asia and North America -- Issues of Aboriginal/Indigenous and Minority Perspectives for ESD -- Educational and Schooling Perspectives of ESD -- International Observations of ESD -- Across the Pacific: From the United States to the Asia-Pacific -- Status of ESD in the Asia-Pacific Region and Selected Countries Across the Pacific: China, Hong Kong Special Administration Region (SAR) of China, Macao SAR of China, Indonesia, Japan, South Korea, Taiwan, and the US -- China -- Indonesia -- Japan -- Republic of Korea/South Korea -- Taiwan -- North America: US and Canada -- Synopsis of the Chapters in This Book -- Concluding Remarks -- References -- Chapter 2: It's Not That Simple Anymore: Engaging the Politics of Culture and Identity Within Environmental Education/Education for Sustainable Development (EE/ESD) -- Introduction -- 'Living in These Troubled Times': Diverse Contexts-One Country -- A New Regional Landscape of EE/ESD in Canada -- Rethinking Our Ground: Educational Change with Ecological Sustainability in Mind -- Problems of Knowledge: (Re)conceptualizing Ourselves Within Education -- Problems of Subjectification: Conceptualizing Identity Within Cultures -- Interrogating EE/ESD from the Perspective of Cultural Subjectivity/Identity -- Infusing EE/ESD with Social/Cultural Meaning.

(Re)conceptualizing Identity Politics Within EE/ESD Across Cultures -- Taking Culture Seriously: Locating the Politics of Identity Within Socio-cultural Contexts-A Partial View from Canadian Experience -- Socio-cultural Identity Politics Within Canadian EE/ESD -- References -- Chapter 3: Researching Teachers' Thinking About Education for Sustainable Development -- Introduction -- Researching Teachers' Perspectives -- Seven's Perspectives -- Steven's Pedagogical Content Knowledge -- Conclusion -- References -- Chapter 4: Excellence in Environmental Education for Elementary and Secondary Schools in the United States -- Background and Context for Formal Education in the United States -- The Emerging National Role in Education -- Building Environmental Education Within the Elementary and Secondary School System -- Starting with the Teacher -- Focusing on Environmental Literacy -- Providing Quality Instructional Materials for Environmental Literacy -- Making Environmental Education Part of the Formal Schooling at the Policy Level -- No Child Left Inside -- Well-Rounded Education -- Green Ribbon Schools Award -- Conclusions -- References -- Part II: Case Studies/Country Experiences -- Chapter 5: Education for Sustainable Development (ESD) in Chinese Schools: Rural-Urban Difference and Regional Variation in East and West China -- Introduction -- EE, ESD, and Schools in China -- Regional Disparities: An Entrenched Education Issue in China -- EE/ESD Indicator System -- Discussion of Findings -- Examples of EE and ESD in Urban and Rural Schools in China -- Implications for EE and ESD Future Development in China -- References -- Chapter 6: ESD Projects in Japanese Schools and in Non- Formal Education in Japan -- Introduction -- From Environmental Education to ESD -- ESD in Formal Education -- ESD in Higher Education.

ESD in Non-formal Education: Community Building and ESD -- Nature Schools as a Community Focus of ESD -- Partnership with United Nations' Decade on Biodiversity -- Conclusion -- References -- Chapter 7: The Development of Environmental Education Policy and Programs in Korea: Promoting Sustainable Development in School Environmental Education -- Introduction -- Historical Development of Environmental Education -- Environmental Education (EE) Before the Initial Period (Before 1980) -- Environmental Education (EE) in the Formative Period (1981-1991) -- Environmental Education in the Settlement Period (1992-1999) -- Environmental Education in the Establishment Period (2000-2010) -- EE in the Reinforcement Period (2011-Present) -- The Direction of School EE for Sustainable Development -- Initiative 1: Strengthen Environmental and Green Growth Education in the School Curriculum -- Initiative 2: Increasing Opportunities for Youth EE Through Experience -- Informal Education Outside of Schools -- Increasing Number of Pilot Schools in EE -- Increasing Mobile EE -- Strengthen EE Through After-School Programs -- Initiative 3: Formalizing EE for Preschool Children -- Initiative 4: Extension of EE in Higher Education -- Initiative 5: Strengthening the EE Professional Development (PD) Program with the Green Growth Concept -- Summary of Initiatives -- Conclusion -- References -- Chapter 8: The Environment, Sustainability and Universities in Indonesia: An Examination of the Nexus -- Introduction -- The Environment and Universities -- The Environment and Education: A Brief Review -- The Environment and Universities: Historical Development -- The Case of Gadjah Mada University (UGM) -- Sustainability and Universities -- Sustainability and Education: A Brief Review -- Sustainability and Universities: Historical Development -- The Case of Gadjah Mada University (UGM).

Conclusion -- References -- Chapter 9: "Green Universities" in China: Concepts and Actions -- Introduction: The International Context of Green Universities in China -- Green Universities in China: History and Context -- Higher Education as a Change Agent for Sustainability -- Concepts Behind "Green Universities" -- Tsinghua University as an Example of a "Green University" -- Actions and Practices of Other Green Universities in China -- Conclusion -- References -- Chapter 10: The Sustainable Development of Indigenous Peoples' Education in Taiwan -- Issues Encountered by Taiwanese Indigenous Peoples -- Indigenous Peoples' Education in Taiwan -- Self-Developed Education of Indigenous Peoples in Taiwan -- Childhood Education -- Adolescent Education -- Adult Education -- Elder Education -- The Sustainable Education of Indigenous Tribes -- References -- Chapter 11: ESD Projects, Initiatives and Research in Hong Kong and Mainland China -- From EE to ESD in Hong Kong: An Overview -- From EE to ESD in China: An Overview -- Implementation and Administration of ESD Projects -- EE/ESD in Hong Kong and China: Contextual Influences -- Relevant Research on EE in Hong Kong Schools -- Selected Recent Research on ESD in Hong Kong -- Relevant Research on EE in China's Schools -- Conclusion: The Way Forward and Future Developments -- References -- Chapter 12: Education for Sustainable Development in Macao Secondary Schools: Issues and Challenges -- Introduction -- Recent Progress in Education for Sustainable Development in Macao -- The Green Schools Partner Program in Macao -- Curriculum of Sustainable Development Education -- A Survey of Teachers' Perceptions Concerning Education for Sustainable Development in Macao -- Demographic Characteristics of the Survey Teachers -- Selected Brief Case Studies -- PC Secondary School -- CN Secondary School.

Conclusion and Final Remarks -- References -- Chapter 13: Programmatic Implementation of Environmental Education in an Elementary Educator Preparation Program: A Case Study -- Teachers, Schooling, and Environmental Education -- Theoretical Framework -- Systematic Implementation of EE Across One Educator Preparation Program -- Initial Assessment of EE in an Educator Preparation Program -- Introduction of EE into the Educator Preparation Program -- Assessing the Impact of Initial Implementation of EE -- Further Implementation of EE into the Educator Preparation Program -- Assessing the Impact of Systematic EE Implementation -- National Assessment of the State of EE in Educator Preparation Programs -- Where Do We Go from Here? -- Appendices -- Appendix 13.1. Draw an Environment Test (DAET) -- Appendix 13.2. Draw an Environment Test - Rubric (DAET-R) -- Directions for Completing the DAET-R -- References -- Chapter 14: Making the Transition to Sustainability: Marshaling the Contributions of the Many -- What Is Sustainability? -- Place- and Community-Based Education -- Connection -- Sunnyside Environmental School -- Libby High School -- Systems Thinking -- Aka'ula School -- Real Life Problem Solving -- Shelley Middle and High Schools -- Students as Leaders -- Greater Egleston Square Community High School -- Bringing All of the Elements Together -- Inviting the Young to Participate in the Creation of Sustainable Societies -- References -- Chapter 15: Closing the Green Gap: Policy and Practice in Chinese Environmental Education -- China's Green Schools and the Environmental Educators' Initiative -- Environmental NGOs and China's Environmental Education -- Green Kunming's Environmental Education -- Assessing the Green Map Program and Environmental Education in Kunming's Schools -- Building Capacity: NGO Support for Environmental Education in Schools.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.