Summers / Cutting Education for Sustainable Development in Further Education

Embedding Sustainability into Teaching, Learning and the Curriculum
1. Auflage 2016
ISBN: 978-1-137-51911-5
Verlag: Palgrave Macmillan UK
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 298 Seiten

Reihe: Education

This book will enable teachers and managers in the post-compulsory sector to consider a range of approaches to embed Education for Sustainable Development (ESD) in their practice in the post-compulsory sector.  There will be the opportunity to consider key debates, useful links and suggested reading to encourage further investigation and development of practice.  Fundamentally, this book aims to empower teachers to critically analyse ESD through their own subject specialisms, engage in the debate and learn with their students.  Democratic and participative approaches introduced will help readers to question traditional transmissive styles of teaching and learning and move on to the radical and transformative approaches required to embrace ESD. Therefore this book, whilst including illustrative examples, will encourage the reader to look at their own subject specialisms, practice, interests and those of their students to co-construct a curriculum that embeds ESD. 

Dr Denise Summers, Associate Director (Initial Teacher Education) and Associate Professor (Senior Lecturer)   Dr Roger Cutting, Associate Professor (Senior Lecturer) and Programme leader for the MSc in Learning for Sustainability

Autoren/Hrsg.

Summers, Denise

Cutting, Roger

Inhaltsverzeichnis

1;Contents;6
2;Notes on Contributors;10
3;List of Figures;14
4;List of Tables;16
5;chapter 1: Introducing Education for Sustainable Development;17
5.1;Sustainability and Education;19
5.2;Education for Sustainable Development and Further Education in Context;20
5.3;Why We Wrote This Book;21
5.4;The Structure of the Book;23
5.5;Teaching Education for Sustainable Development in Further Education Settings;23
5.6;References;24
6;Part I: Inspiring Change in the Beginning;26
6.1;chapter 2: Becoming Sustainability Champions: How Embracing Education for Sustainable Development Can Help Organisations to Change;27
6.1.1;Background and Context;28
6.1.2;Findings;29
6.1.2.1;Awareness of Context;29
6.1.2.2;Using a Consultant;30
6.1.2.3;Positive Effects can be Achieved Even Though Not in Line With Your Original Plan;30
6.1.2.4;Carrying Out a Baseline Survey;31
6.1.2.5;Views of Sustainable Development and Education for Sustainable Development;32
6.1.3;Conclusion;42
6.1.4;References;42
6.2;chapter 3: Embracing Co-operative Inquiry to Embed Education for Sustainable Development;43
6.2.1;Deciding on a Co-operative Inquiry Approach;45
6.2.2;Planning Our Co-operative Inquiry;45
6.2.3;Becoming a Sustainable Community of Practice;48
6.2.4;Working Through the Challenges;50
6.2.5;Reflecting on the Benefits of Co-operative Inquiry;52
6.2.6;References;54
6.2.6.1;Further Reading;56
6.3;chapter 4: From the Local to the Global and Back Again: Reflections on Journeying to India, Learning about Gandhi’s Philosophy and the Influence on the Professional and the Personal;57
6.3.1;From the Local to the Global;58
6.3.2;The Influence of Gandhi;60
6.3.3;Reflecting on Our Learning and the Influence on Our Role as Teacher Educators;67
6.3.4;References;70
6.3.4.1;Further Reading;71
7;Part II: Developing Our Practice and Preparing the Ground;72
7.1;chapter 5: Sustaining Our Resources;73
7.1.1;Introduction;73
7.1.2;Beginning the Process;75
7.1.3;Making the Links Between Equality and Diversity and Sustainability;77
7.1.4;Embedding the Concept of Sustainable Resources in Our Curriculum;79
7.1.5;References;85
7.1.5.1;Further Reading;87
7.2;chapter 6: Sustainable Assessment: Developing Lifelong Learners;88
7.2.1;Introduction;88
7.2.2;Initial Teacher Education Context;88
7.2.2.1;Part 1: Assessing Sustainability Knowledge;89
7.2.3;Playing the Game;92
7.2.4;Evaluation;94
7.2.4.1;Part 2: Sustainable Assessment: Assessment as Learning;96
7.2.5;Beyond the Co-op: Further Activity Development;99
7.2.6;References;101
7.2.6.1;Further Reading for ‘Sustainable Assessors’;102
7.3;chapter 7: Changing Values for a Sustainable Future: The Role of Teaching and Learning;103
7.3.1;Introduction;103
7.3.2;Values Conflict;104
7.3.2.1;What are the Likely Conflicts Within the Discourse of SD?;105
7.3.3;Intrinsic and Extrinsic Value of Nature;105
7.3.4;Social Justice;106
7.3.5;Intergenerational Justice;106
7.3.6;Approaches to Teaching Values;106
7.3.7;An Introductory Exercise in Teaching and Learning Values;108
7.3.8;The Exercise for Teaching Values in Relation to ESD;109
7.3.9;Conclusion;115
7.3.10;References;116
7.3.10.1;Further Reading;116
8;Part III: Sowing Seeds and Nurturing Growth;117
8.1;chapter 8: Education for Sustainable Development: That’s Exciting—Taking ‘Exciting’ Back to Its Original Meaning of Initiating Action Within the Classroom;118
8.1.1;Introduction;118
8.1.2;Some Background;120
8.1.3;Introducing the Dionysian Approach in Teaching;122
8.1.4;How Do We as Teachers Develop Sustainable Literacy?;123
8.1.4.1;Stage 1: Creating Awareness;123
8.1.4.2;Stage 2: Maintaining the Momentum;125
8.1.4.3;Stage 3: The Wider Perspective and Systems Thinking;127
8.1.5;Chapter Summary;130
8.1.6;References;131
8.2;chapter 9: Teaching for Sustainable Learning in an Uncertain Future;133
8.2.1;Introduction;133
8.2.2;The ICE House Project Case Study;134
8.2.3;Problem-based Learning and Creative Problem-Solving;137
8.2.4;Growth Mindset;138
8.2.5;Findings of the ICE House Project;139
8.2.6;Teaching to Sustain Learning;140
8.2.6.1;Solving Problems;140
8.2.6.2;Engaging with Resources;141
8.2.6.3;The Key ICE Question;142
8.2.6.4;Resistance and Change;143
8.2.7;Conclusion;146
8.2.8;References;147
8.2.8.1;Further Reading;149
8.3;chapter 10: Complexity Theory and Emergence: Contributions to ESD;150
8.3.1;An Introduction to Complexity Theory;150
8.3.2;So, What Is Complexity Theory?;150
8.3.3;Potential Advantages and Possible Issues with Complexity-informed Approaches;151
8.3.4;Recognising the Value of ‘Messiness’;152
8.3.5;Complexity as Metaphor or Actual Process;153
8.3.6;A Framework for Action;154
8.3.7;Democratic Approaches to ESD;157
8.3.8;Case Study;158
8.3.9;Closing Thoughts;161
8.3.10;References;162
8.3.10.1;Further Reading;163
8.4;chapter 11: Education for Sustainable Development in Initial Teacher Education: From Compliance to Commitment—Sowing the Seeds of Change;164
8.4.1;Introduction;164
8.4.2;Taking Up the Challenge;165
8.4.3;Research Design;166
8.4.4;The Conceptual Framework;167
8.4.5;The Role of Teacher Educators in Encouraging Education for Sustainable Development;171
8.4.6;Analysis and Discussion of Findings;173
8.4.6.1;Perceptions of ESD;173
8.4.6.2;Culture of Compliance: First-order Learning and Change;174
8.4.7;Overcoming Initial Anxieties: Moving Towards Second-order Learning and Change;175
8.4.7.1;ESD as a ‘bolt-on’;175
8.4.7.2;Lack of Understanding;176
8.4.7.3;Head in the Sand;176
8.4.7.4;Preaching or Practising?;177
8.4.8;Our Responsibility as Teachers: Evidencing Second-­order and Creating the Potential for Third-order Learning and Change;178
8.4.8.1;Teacher as Expert?;178
8.4.8.2;Bottom-up or Top-down?;179
8.4.8.3;Rising to the Challenge of Ambiguity;180
8.4.9;Conclusion;182
8.4.10;References;183
9;Part IV: Respecting Our Roots Whilst Developing New Branches;186
9.1;chapter 12: Grandfather’s Axe: Embracing Change While Maintaining Values in Curriculum Development;187
9.1.1;Introduction;187
9.1.2;Setting the Scene;188
9.1.3;Underpinning Values and the Problem of Definition;189
9.1.4;The Development of Values;192
9.1.5;4. Commitment;192
9.1.6;Curiosity;192
9.1.7;Courage;193
9.1.8;Creativity;195
9.1.9;Commitment;196
9.1.10;Conclusion;197
9.1.11;References;198
9.2;chapter 13: Health and Well-being Matters;202
9.2.1;Sites of Health and Well-being;203
9.2.2;Signs of Health and Well-being;204
9.2.3;Physical Aspects of Health and Well-being;207
9.2.4;Cognitive and Emotional Well-being;209
9.2.5;National Measures of Well-being;213
9.2.6;References;214
9.3;chapter 14: Student Voice and Its Role in Sustainability;218
9.3.1;Introduction;218
9.3.2;Developing Our Thinking;229
9.3.3;Conclusion;230
9.3.4;References;231
9.3.4.1;Further Reading;234
10;Part V: Moving on and Finding New Pastures;235
10.1;chapter 15: Education for Sustainable Development in Further Education: A Reality Check;236
10.1.1;Estate Management;238
10.1.2;Agriculture;239
10.1.3;Hospitality and Catering;240
10.1.4;Automotive Technologies;241
10.1.5;Hair and Beauty;242
10.1.6;Wood Trades;243
10.1.7;Engineering;243
10.1.8;Construction;244
10.1.9;References;248
10.1.9.1;Further Reading;250
10.2;chapter 16: Sustainability and Community Initiatives: Where is the FE Sector?;251
10.2.1;Introduction: Motivations;251
10.2.2;Case Study: The Parents as Educators Programme;255
10.2.3;Getting Going;256
10.2.4;The Course Design;257
10.2.5;Recruitment;257
10.2.6;Unlocking the Door;258
10.2.7;The ‘R’ Word: Retention Issues;260
10.2.8;Evaluating the Programme;260
10.2.9;Conclusions on the Programme;261
10.2.10;References;262
10.2.10.1;Further Reading;264
10.3;chapter 17: Developing Pedagogic Approaches to Encourage Decision-making, Invention, Innovative Thinking and Problem-solving;265
10.3.1;Introduction;265
10.3.2;From Millennium Development Goals to Sustainable Development Goals;269
10.3.3;International Collaboration in Education and the Sustainable Development Goals;271
10.3.4;A Case Example of the Nature of Potential Collaboration;273
10.3.5;Partnership Approaches to Learning and Sustainability;275
10.3.6;Conclusions;276
10.3.7;References;276
10.3.7.1;Further Reading;279
10.4;chapter 18: Looking to the Future;280
10.4.1;Inspiring Change in the Beginning;281
10.4.2;Developing Our Practice and Preparing the Ground;281
10.4.3;Sowing Seeds and Nurturing Growth;282
10.4.4;Respecting Our Roots Whilst Developing New Branches;283
10.4.5;Moving On and Finding New Pastures;284
10.4.6;References;287
11;Index;289