Environmental education has often blurred the distinction between ecological science and environmental advocacy. Growing public awareness of environmental problems and desire for action may be contributing to this blurring. There is a need to clarify the distinction between the role of ecological science and the role of social and political values for the environment within environmental education. This book addresses this need by examining the changing perspectives of ecology in education and the changing perspectives of education in environmental education. Guidelines are provided for assessing the science and education perspectives within environmental education, along with suggested frameworks for development of programs and resources that integrate current science, education and action. This book will be of interest to environmental educators, ecologists interested in environmental education, and curriculum and resource developers.

“The hope for the future depends on teaching current and future students the analytical and critical thinking skills for dealing with the most critical problems. My own hope is for this book to be read by everyone, even those outside the field of environmental education. Read this book, read it again, share it widely, and do something - anything - to help our needy and wounded planet."-Marc Bekoff, author of The Animal Manifesto: Six Reasons For Expanding Our Compassion Footprint "Saylan and Blumstein provide a compelling vision of what can be, and what should be, if we have the courage to open our eyes and the boldness to act.”-Peter Saundry, Ph.D., Executive Director of the National Council for Science and the Environment “A clarion call to incorporate environmental education in all grades K-12, across all academic disciplines, in order to produce future generations of environmental stewards."-Mark Gold, President, Heal The Bay "We need a sea change in the educational system. After all, if we can teach schoolchildren that vandalism is wrong, why can we not teach them that environmental destruction is wrong? This book is a haunting call to action. A beautifully written manifesto that gets it right."-Ron Swaisgood, Director of Applied Animal Ecology, Institute for Conservation Research, San Diego Zoo Global “The greatest threat to the future of all species on the planet is the huge gap between what is understood about global climate change by the scientific community and what is known about climate change by the people who need to know -- the public. The sound prescriptions in this book need to be read now. We are running out of time.”-Dr. James Hansen, world-renowned climatologist and author of Storms of My Grandchildren: The Truth About the Coming Climate Catastrophe and Our Last Chance to Save Humanity “Environmental education is a disaster and educating the public on environmental issues is the greatest challenge facing humanity today. This book will help us understand why we are headed toward the collapse of civilization, and more important, how to fix it. Packed with sound science, useful information, and brilliant ideas, it is a book we must read, and give, to our local school boards and principals nationwide. Our children will thank us."-Paul R. Ehrlich, author of The Population Bomb and Humanity on a Tightrope

What can any one of us--as ordinary citizens--really do about climate change? A lot! Advocating for the Environment is based on a vision where all life is respected, revered, and nurtured. The shifts we need to achieve this vision are profound--from how we do business to how we educate, govern, and care--for all people and life on the planet. Written by environmental policy expert Susan B. Inches, Advocating for the Environment is an easy-to-understand, empowering guide to help you take action and enact environmental change. Part I begins with how we must learn to think differently in order to achieve this vision and heal the planet. It discusses storytelling, empathy, worldviews, and how understanding and effective communication can help us collaborate with others--even those with opposing views. And it shows the important role that citizen advocates play in achieving a healthy future. Part II of the book is all about action. How to use power for good, work with decision-makers, organize events, manage a coalition, communicate with the public, and work with the media are all laid out in an easy-to-read and easy-to-reference format. The book also includes case studies, research, and templates to deepen learning. Professors and teachers, students, legislators, environmental clubs, and church groups will also find useful ideas and strategies on every page. Advocating for the Environment is a guide to environmental action that readers will want to read and keep for reference for years to come.

Offer stories of ... emerging grassroots environmental stewardship, along with an interdisciplinary framework for understanding and studying it as a growing international phenomenon.--Back cover.

This open access volume draws on a multidimensional model of educational change, the book reviews the field of climate change education and identifies some of the areas in which past efforts have fallen short in supporting effective pedagogical change at scale. It then formulates an approach to engage university students and faculty in partnering with schools and adult education institutions and directly contribute innovative curricula on climate change. The approach is illustrated with several case studies which present curricula developed to support school-based innovation in the Middle East and in Guatemala, and adult education in Haiti and Pakistan, and educators preparation at the university level. The approach followed to develop innovative curriculum follows five steps: 1) What are the specific impacts of climate change in this jurisdiction? How do they impact various human populations? 2) What knowledge, dispositions and behaviors could mitigate the impact of climate change and are there ways in which changes in the behaviors of populations in this jurisdiction could slow down climate change? 3) What are the means of delivery to reach each of the specific populations in this jurisdiction who needs to be educated on climate change? 4) What curriculum can help educate each population? 5) What role can the institution we are collaborating with play in advancing climate change education in that jurisdiction? The various chapters of the book present the conceptual foundation of these programs and illustrate how these programs respond to specific characteristics of local contexts. These programs focus in schools, non-formal settings and educator preparation institutions. The chapters offer examples of general value beyond the specific contexts for which they were designed, as they illustrate how in order to be optimally useful climate change education needs to be firmly grounded in the specifics of a context and responsive to that context.

The work of teachers is not just to teach. We are also responsible for the basic needs of students. Helping students eat and live, and also helping them find the tools they need to reflect on the present moment. This is exactly in keeping with Paulo Freire's insistence that critical pedagogy be focused on helping students read their world; but more and more, we must together reckon with that world. Teaching must be an act of imagination, hope, and possibility. Education must be a practice done with hearts as much as heads, with hands as much as books. Care has to be at the center of this work.For the past ten years, Hybrid Pedagogy has worked to help craft a theory of teaching and learning in and around digital spaces, not by imagining what that work might look like, but by doing, asking after, changing, and doing again. Since 2011, Hybrid Pedagogy has published over 400 articles from more than 200 authors focused in and around the emerging field of critical digital pedagogy. A selection of those articles are gathered here. This is the first peer-reviewed publication centered on the theory and practice of critical digital pedagogy. The collection represents a wide cross-section of both academic and non-academic culture and features articles by women, Black people, indigenous people, Chicanx and Latinx writers, disabled people, queer people, and other underrepresented populations. The goal is to provide evidence for the extraordinary work being done by teachers, librarians, instructional designers, graduate students, technologists, and more - work which advances the study and the praxis of critical digital pedagogy.

Beyond Bystanders calls for a shift in the professional self-image of teachers from agents of socialization to active advocates of human flourishing, social justice, and world betterment. The editors propose that it is irresponsible for teachers to posit themselves as bystanders and to conceive of globalization as something happening to them. Their role as educators in all disciplines must be to establish educational leadership that would empower students to critically evaluate developing global realities – mass migrations, socioeconomic inequalities, global warming, and the dehumanizing effects of submission to social media and consumerism – and achieve the overarching goals of humanization and facilitation of the fulfilling life. A shared commitment to humanist ethics, pedagogical activism, and social engagement at Kibbutzim College of Education (Tel Aviv) and Wagner College (New York) sparked this collaboration. The authors of the book include educational thinkers such as Nel Noddings, Michael Apple, David Hansen, Pasi Sahlberg, and Wiel Veugelers as well as scholars and practitioners from six different countries and diverse professional and cultural backgrounds. An essential part of our educational enterprise must involve promoting intercultural opportunities, confronting cultural ills and ensuring that civic engagement is more attuned to political realities. Educators in all disciplines can reframe their teaching and schools to be more cooperative and civic-minded and challenge views of marginalized, immigrant, undocumented and refugee communities as strangers. “Education is not only about teaching people to read and to write. It is about teaching human rights and cultural diversity, nourishing peace and fostering inclusive and sustainable development ... I wish to commend Kibbutzim College of Education and Wagner College for joining forces to compile this volume to inspire readers in crafting new models of intellectual and intercultural understanding.” – Irina Bokova, Director-General of UNESCO (from the Foreword)