"There is a widespread perception that the development process is in a state of multiple crisis. While the notion of sustainable development is supposed to address adequately its environmental dimensions, there is still no agreed framework relating women to this new perspective. This book is an attempt to present and disentangle the various positions put forward by major actors and to clarify the political and theoretical issues that are at stake in the debates on women, the environment and sustainable development. Among the current critiques of the western model of development which the authors review are the feminist analysis of Science itself and the power relations inherent in the production of knowledge; Women, Environment and Development (WED); Alternative Development; Environmental Reformism; and Deep Ecology, Social Ecology and Ecofeminism. In traversing this important landscape of ideas, they show how they criticise the dominant developmental model at the various levels of epistemology, theory and policy. The authors also go further and put forward their own ideas as to the basic elements they consider necessary in constructing a paradigmatic shift -- emphasising such values as holism, mutuality, justice, autonomy, self-reliance, sustainability and peace. This unique work is a signally useful contribution to clarifying thinking on a topic with immense implications for all women."--Publisher's description.

De una manera general la educación medioambiental que incluye el despertar de una toma de conciencia, es el complemento indispensable de otros instrumentos utilizados en la gestión del medio ambiente. Una parte importante de esta educación se encuentra fuera del sistema educativo clásico. Este documento muestra la evolución de una proximidad conservadora y más bien pedagógica hacia un acercamiento fundado en la educación para un desarrollo más duradero. Basado en el análisis de diversas acciones y en el estudio de 10 casos en África, Asia y América Latina, este trabajo señala las condiciones necesarias para la puesta en marcha futura de un método de educación en materia medioambiental todavía más eficaz. Estas condiciones implican una revisión sistemática del medio ambiente y de la sociedad y una acción orientada hacia la solución de los problemas.

Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

This guide is intended to provide teachers of student with disabilities with resources, ideas, and procedures in implementing community-based instruction (CBI). The first chapter defines CBI, explains its importance, differentiates CBI from field trips, discusses appropriate CBI participants and stakeholders, and reviews the research on CBI. Chapter 2 focuses on expectations for CBI including expected outcomes, expectations for students, expectations for families, expectations for communities, and how expected outcomes of CBI respond to school reform issues. The following chapter considers procedures for program implementation including 10 steps to utilizing CBI, CBI sites for older students, and necessary resources and support systems. Chapter 4 considers the school and classroom component of CBI such as application of the general curriculum and alternative curriculum approaches and the transition portion of the Individualized Education Program. The following chapter focuses on development of independence and self-determination skills as well as natural environments for CBI and transfer of skills from classroom to community. Chapter 6 addresses issues concerned with evaluation of CBI programs, noting important evaluation questions and how to use assessment information to show accountability. The last two chapters focus on maintaining and generalizing community skills and the dynamics of community-based instruction, respectively. Appendices include a variety of sample forms. A CD-ROM containing the appendix files is also included.(Individual chapters contain references.) (DB).