Children, Place and Sustainability

2015. Auflage 2015
ISBN: 978-1-137-40849-5
Verlag: Palgrave MacMillan UK

Buch, Englisch, 200 Seiten, Format (B × H): 137 mm x 218 mm, Gewicht: 3894 g

Through focusing on children's sustainability learning this book examines how school education can address the current environmental problems. It explores children's responses in literacy and language, arts-based approaches, and indigenous studies as well as scientific pedagogies to provide a unique insight into how children learn.

Zielgruppe

Research

Autoren/Hrsg.

Somerville, Margaret

Green, Monica

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Kognitionspsychologie
• Geowissenschaften Umweltwissenschaften Umweltschutz, Umwelterhaltung
• Sozialwissenschaften Soziologie | Soziale Arbeit Altersgruppen Kinder- und Jugendsoziologie
• Geowissenschaften Umweltwissenschaften Nachhaltigkeit
• Naturwissenschaften Biowissenschaften Biowissenschaften Ökologie
• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Preface

1. Children's Place in Sustainability Education

2. Sustainability Education in Practice

3. A Coastal Classroom Without Walls

4. Children's Place Learning Maps

5. Place-Making by Design

6. Emergent Literacies in 'the Land of Do Anything You Want'

7. In the Kitchen Garden

8. Separation and Connection: Children Negotiating Difference

9. Children, Place and Sustainability

Über Autor(innen)

Margaret Somerville is Director Centre for Educational Research at the University of Western Sydney, Australia. Her research interests include creative and alternative approaches to research and writing in relation to planetary sustainability. Previous publications include Water in a Dry Land: Place-Learning Through Art and Story.

Monica Green is a Senior Lecturer in the School of Education at Federation University Australia. Her teaching and research interests are focused on place-based sustainability education. She has researched sustainability curriculum frameworks and pedagogies in primary school settings, emphasising the pedagogical capacity of school grounds, food gardens and local places.