TY  - BOOK
AU  - Corcoran,Peter Blaze
AU  - Wals,Arjen E.J.
AU  - Weakland,Joseph P.
TI  - Envisioning futures for environmental and sustainability education
SN  - 9789086868469
AV  - GE70 
U1  - 370 23
PY  - 2017///
CY  - Leiden, Boston
PB  - Brill | Wageningen Academic
KW  - Environmental education
KW  - Sustainable development
KW  - Study and teaching
N1  - Includes bibliographical references and index; Front Matter; Peter Blaze Corcoran, Joseph P. Weakland, and Arjen E.J. Wals -- Introduction; Arjen E.J. Wals, Joseph Weakland, and Peter Blaze Corcoran -- 1. RiverSpeaking: the spiraling of transformative and restorative learning toward kinship ethics; Elizabeth A. Lange -- 2. Decolonisation as future frame for environmental and sustainability education: embracing the commons with absence and emergence; Heila Lotz-Sisitka -- 3. Imagining intergenerational learning and intergenerational ethics for the future; Brandon P. Hollingshead -- 4. Towards a teacher education for the Anthropocene; Alf Coles, Justin Dillon, Marina Gall, Kate Hawkey, Jon James, David Kerr, Janet Orchard, Celia Tidmarsh, and Jocelyn Wishart -- 5. Transforming epistemic cultures in ESE with citizen and civic sciences as means for reframing participation in the commons; Priya Vallabh -- 6. Teacher ecological self – an ontological journey towards transformative sustainability; Rea Raus and Veli-Matti Värri -- 7. Envisioning education in the Anthropocene: long-range and game-changing; Paul A. Morgan -- 8. Future scenarios for sustainability education: the future we want?; Helen Kopnina -- 9. If the past is a foreign country, what is the future? The necessity of understanding the past, confronting the present, and envisioning the future; Richard Kool -- 10. “More than scaling up”: a critical and practical inquiry into operationalizing sustainability competencies; Stephen Sterling, Harold Glasser, Marco Rieckmann, and Paul Warwick -- 11. How can education for sustainability create systemic change?; Sharon Zivkovic -- 12. Envisioning youth futures through university students’ education for sustainability initiatives; Grace Mwaura, Mahesh Pradhan, and Kiama Gitahi -- 13. Educating for development or educating for the good life? Buen vivir imaginaries and the creation of one’s own myth; Thomas Macintyre, Martha Chaves, Sofia Villa-Barajas, and Andres Makú-Pardo -- 14. Examining curriculum policy and pedagogy across borders: re-imagining socially transformative learning in early childhood education; Sue Elliott, Victoria Carr, Eva Ärlemalm-Hagsér, and Eunhye Park -- 15. Preparing students for complexity and uncertainty: Flexible Learning strategies for developing environmental professionals; Will Valley, Guopeng Fu, and Eduardo Jovel -- 16. Tomorrow’s song: technical institutes as living models for ecological consciousness; Bridget Sutherland and Paul Judge -- 17. Futures loss, despair and empowerment work in the University of Vechta: an action research project; Senan Gardiner -- 18. The 4D’s: a pedagogical model to enhance reasoning and action for environmental and socio-scientific issues; Laura Barraza and Isabel Ruiz-Mallén -- 19. Green stories of the future: leveraging standardsbased narrative techniques to guide student storytelling for sustainability; Bryan H. Nichols, Bessie P. Dernikos, and Elizabeth A. Morphis -- 20. K’gari-Fraser Island: towards an immersive, interdisciplinary and inclusive approach to environmental and sustainability education; Kim E. Walker, Graham Ashford, Gabriel Conroy, and Neil Tindale -- 21. Student empowerment through dystopic case studies; Garrett Stack -- 22. Combining high-impact pedagogical practices to foster creative visions of a sustainable future; Sasha Linsin Wohlpart, Kris De Welde, and Briana Stiehl Marino -- 23. Reorienting Japanese university education towards community resilience in the wake of disaster responsiveness; Sachi Ninomiya-Lim, Shinichi Furihata, Paul Ofei-Manu, and Yui Kaminaga -- 24. Teaching systemic sustainability through a local lens: engaging students with the community; Shawna Weaver -- 25. Back from the Future We Want: backcasting as a pedagogical practice towards sustainable futures; Sachiko Ishihara and Alejandro Marcos Valls -- 26. The SHEEEPS acronym as a framework for confronting wicked problems in times of rapid change; Nathan Hensley -- 27. Environmental focused experiential learning: what a university class on dumpster diving taught us about sustainable futures; Jayme Walenta, Keena Auld, Anita Boggs, Turner Glasgow, and Ariana Randal -- 28. It’s enough to make you swear: the Oath Project at Nottingham Trent University; Roy Smith -- 29. Approaching complexity in the context of education for sustainable development: research and perspectives; Alain Pache, Philippe Hertig, and Daniel Curnier -- 30. Student visions of multiple urban futures 2050; Lonny J.A. Brooks and Reynaldo Anderson -- 31. Integrating futures thinking through transdisciplinarity into sustainability accounting education: perspectives from Sri Lanka; Nuwan Gunarathne and Yasanthi Alahakoon -- 32. Reimagining sustainability education to address Anthropocene challenges: envisioning, storytelling, community scenario planning; Thomas R. Hudspeth -- 33. Change Drivers at the front lines of the future: rising cultures for sustainability education in contemporary South Africa; Injairu Kulundu -- 34. Grounding the future in the past and the present: community-based sustainability in an old Japanese mining town; Julie Saito, Mary de Sousa, Cathy Nolan, and Arjen E.J. Wals -- Afterword; David W. Orr -- Back Matter; Peter Blaze Corcoran, Joseph P. Weakland, and Arjen E.J. Wals
N2  - This edited collection invites educational practitioners and theorists to speculate on - and craft visions for - the future of environmental and sustainability education. It explores what educational methods and practices might exist on the horizon, waiting for discovery and implementation. A global array of authors imagines alternative futures for the field and attempts to rethink environmental and sustainability education institutionally, intellectually, and pedagogically. These thought leaders chart how emerging modes of critical speculation might function as a means to remap and redesign the future of environmental and sustainability education today. Previous volumes within this United Nations Decade of Education for Sustainable Development series have responded to the complexity of environmental education in our contemporary moment with concepts such as social learning, intergenerational learning, and transformative leadership for sustainable futures. 'Envisioning Futures for Environmental and Sustainability Education' builds on this earlier work - as well as the work of others. It seeks to foster modes of intellectual engagement with ecological futures in the Anthropocene; to develop resilient, adaptable pedagogies as a hedge against future ecological uncertainties; and to spark discussion concerning how futures thinking can generate theoretical and applied innovations within the field
UR  - http://dx.doi.org/10.3920/978-90-8686-846-9
ER  -