The links between education and sustainable development are deepening, although subject to much controversy and debate. The success of the sustainability discourse depends both on the pedagogic and research functions of higher education. Similarly, for higher education itself to remain relevant and engaged it faces pressure not only to integrate the insights and lessons drawn from the perspective of sustainable development, but also to be responsive to scrutiny of its own practices in relation to sustainability. Among professionals in higher education, sustainable development has its supporters and detractors. It is embraced by some individuals and departments while being perceived by others as a threat to the coherence of particular disciplines. Although it is not currently an academic discipline in its own right, increasing public and professional familiarity with the term, and the increasing urgency of global calls for the implementation of sustainable development mean that this is rapidly changing. This volume analyses the impact of the concepts and practices of sustainability and sustainable development on various academic disciplines, institutional practices, fields of study and methods of enquiry. The contributors, drawn from a wide-range of disciplines, perspectives, educational levels and institutional contexts, examine the purpose of the modern university and the nature of sustainable education, which includes exploring links to social movements for sustainability projects, curriculum change, culture and biodiversity, values relating to gender equality and global responsibility, and case studies on the transformation, or otherwise, of some specific disciplines.

'To summarise, this book has a clear academic justification and is aptly outlined with examples of creative and relevant ideas that could easily be adapted and implemented in many fields - particularly for those subject areas that were intentionally omitted. Readers can easily navigate to their field of interest and the book would be a highly recommended resource for many, including the student market, academics, practitioners, policy makers and senior managers.'Nancy El-Farargy, A Guide to Publications in the Physical Sciences

Reframing the Curriculum is a practical, hands-on guide to weaving the concepts of healthy communities, democratic societies, and social justice into academic disciplines. Developed for future and practicing teachers, this volume is perfect for teacher education courses in instructional design, social foundations, and general education, as well as for study in professional learning communities. The author outlines the philosophies, movements, and narratives shaping the future, both in and out of classrooms, and then challenges readers to consider the larger story and respond with curriculum makeovers that engage students in solving problems in their schools, communities, and the larger world. The book’s proven method for designing units gives educators across grades and disciplines the tools to bring sustainability and social justice into experiential, project-based instructional approaches. Pedagogical features include: Specific examples and templates that offer readers a framework for reworking their units and courses while meeting required standards and incorporating innovative classroom practices. Activities and discussion questions that bring the content to life and establish ties with the curriculum. eResources, including a Facilitator’s Guide, offering examples of fully developed units created with this model and an editable template for redesigning existing units.

This edited collection provides a glimpse at the ways colleges and universities have integrated sustainability across the curriculum.

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.

Prioritizing Sustainability Education presents theory-to-practice essays and case studies by educators from six countries who elucidate dynamic approaches to sustainability education. Too often, students graduate with exploitative, consumer-driven orientations toward ecosystems and are unprepared to confront the urgent challenges presented by environmental degradation. Educators are prioritizing sustainability-oriented courses and programs that cultivate students’ knowledge, skills, and values and contextualize them within relational connections to local and global ecosystems. Little has yet been written, however, about the comprehensive sustainability education that educators are currently designing and implementing, often across or at the edges of disciplinary boundaries. The approaches described in this book expand beyond conventional emphases on developing students’ attitudes, knowledge, and behaviors by thinking and talking about ecosystems to additionally engaging students with ecosystems in sensory, affective, psychological, and cognitive dimensions, as well as imaginative, spiritual, or existential dimensions that guide environmental care and regeneration. This book supports educators and graduate and upper-level undergraduate students in the humanities, social sciences, environmental studies, environmental sciences, and professional programs in considering how to reorient their fields toward relational sustainability perspectives and practices.

This volume supports educators in integrating meaningful education for social justice and sustainability across a wide range of curricular subjects by drawing on educational theory, innovative pedagogical approaches and creative ideas for teaching and learning. Both practical and theoretical in its approach, it addresses subject areas ranging from mathematics to visual arts to language teaching. Chapters provide subject entry points for teachers seeking to embed social justice and sustainability principles and pedagogies into their work. Transferable across various areas of learning, a range of pedagogical approaches are exemplified, ranging from inquiry approaches to ethical dilemmas to critical relational pedagogies. Ready-to-use teaching exemplars, activities and resources address issues which are of interest and relevance to children’s lives, including gender stereotyping, racism, heterosexism, climate change and species extinction. Practical guidance is provided on how to engage children in dialogue and reflection on these complex issues in a safe and ethical way. This accessible and unique volume is essential reading for student teachers, teachers, educational leaders, teacher educators and anyone interested in inspiring children to work towards creating a more socially just and sustainable world.