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.

This book highlights the issues and challenges educators and academics face in implementing a curriculum for Education for Sustainability (EfS) and gives examples of what an EfS curriculum may look like and how some institutions translate the theory into practice.

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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.