Whole School Approaches to Sustainability: Education Renewal in Times of Distress
Wals, Arjen, Bjønness, Birgitte, Sinnes, Astrid
- 出版商: Springer
- 出版日期: 2024-04-08
- 售價: $1,980
- 貴賓價: 9.5 折 $1,881
- 語言: 英文
- 頁數: 340
- 裝訂: Quality Paper - also called trade paper
- ISBN: 3031561740
- ISBN-13: 9783031561740
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相關主題
商品描述
In response to urgent global sustainability challenges, Education for Sustainable Development (ESD) and Global Citizenship Education have been prioritized in the United Nations' Agenda 2030 under SDG 4.7. There is an increased awareness that treating topics such as global citizenship, sustainable development, climate urgency, and health and well-being as separate subjects or topics that need to be added to a curriculum is both ineffective (as these topics are highly interconnected) and problematic (as schools already have an overcrowded curriculum and that a focus on testable knowledge within disciplinary domains makes working with cross-cutting themes difficult). The nature of these interrelated topics is such that they require a new way of teaching, learning and schooling altogether.
This edited volume brings together a range of scholars and reflective practitioners from across the globe who are both investigating and enacting a whole school approach (WSA) in education for sustainability. While the WSA and related approaches, such as those advocated by EcoSchools, are becoming more popular, there is a lack of understanding of their underlying principles and their different manifestations in diverging socio-cultural contexts and educational levels. This volume delves into these issues as well as their effectiveness, possibilities for upscaling, professional development needs for WSA practitioners, interlinkages with more conventional curriculum requirements such as national curricula, expectations of students and parents, and more.
This is an open access book.
商品描述(中文翻譯)
為了應對迫切的全球可持續發展挑戰,教育可持續發展(ESD)和全球公民教育已被列為聯合國2030年議程下的SDG 4.7重點項目。人們越來越意識到,將全球公民身份、可持續發展、氣候緊急情況以及健康和福祉等主題視為獨立科目或需要添加到課程中是不夠有效的(因為這些主題高度相互關聯)且存在問題(因為學校已經有過於擁擠的課程,而且專注於學科領域內可測試的知識使跨學科主題的處理變得困難)。這些相互關聯的主題的性質需要一種全新的教學、學習和學校方式。
這本編輯過的專著匯集了來自全球各地的學者和反思實踐者,他們正在研究和實施教育可持續發展的整校方法(WSA)。雖然WSA和類似的方法,如EcoSchools所倡導的方法越來越受歡迎,但對其基本原則以及在不同社會文化背景和教育層次中的不同表現缺乏理解。本書深入探討了這些問題,以及它們的有效性、擴大規模的可能性、WSA從業人員的專業發展需求、與國家課程等傳統課程要求的相互聯繫、學生和家長的期望等等。
本書是一本開放存取的書籍。
作者簡介
Birgitte Bjønness is an associate professor in science education at the Norwegian University of Life Sciences. Her research interests include sustainability education, health and wellbeing in schools, inquiry-based learning, and action research in education.
Astrid Sinnes is a professor in science education and vice rector for sustainability at the Norwegian University of Life Sciences. Her expertise is on sustainability transitions in educationIngrid Eikeland holds a Ph.D. in science centre education based on the dissemination of controversies. The last four years she has managed the university-school partnership at the Norwegian University of Life Science.
作者簡介(中文翻譯)
Arjen Wals是荷蘭瓦赫寧根大學的可持續社會生態學轉型學習教授,同時擔任聯合國教科文組織社會學習與可持續發展講座。此外,他還是挪威生命科學大學的客座教授,並擁有瑞典哥德堡大學的榮譽博士學位。
Birgitte Bjønness是挪威生命科學大學的科學教育副教授。她的研究興趣包括可持續教育、學校中的健康與福祉、探究式學習以及教育中的行動研究。
Astrid Sinnes是挪威生命科學大學的科學教育教授,同時擔任可持續發展副校長。她的專業領域是教育中的可持續發展轉型。
Ingrid Eikeland擁有挪威生命科學大學的科學中心教育博士學位,其研究基於爭議的傳播。過去四年,她一直負責管理該大學與學校的合作夥伴關係。