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出版商:
Springer
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出版日期:
2026-05-12
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售價:
$2,690
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貴賓價:
9.5 折
$2,555
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語言:
英文
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頁數:
224
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裝訂:
Hardcover - also called cloth, retail trade, or trade
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ISBN:
3032232554
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ISBN-13:
9783032232557
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相關分類:
其他
商品描述
This open access book offers a comprehensive, systems-level examination of how schooling and climate change shape one another. Drawing on insights from climate science, comparative education, education policy and implementation research, it distinguishes between first-order effects--how climate hazards and slow-onset changes disrupt learning--and second-order effects--how education systems respond through curriculum, teacher preparation, infrastructure, operations and community engagement. It maps five major narratives of climate change education--climate literacy, climate action, green economy skills, education for sustainable development and critical/decolonial approaches--and shows how they coexist and interact in global frameworks and national policies. Moving from policy to practice, it analyzes national case studies of policy reform, case studies of transformation at the school level and examines the role of educator networks and of eco-systems supporting climate change education efforts. Using a complexity science perspective, it explains why many systems remain in "low climate learning traps" and outlines realistic strategies to escape them and achieve systemic policy coherence, offering guidance for researchers, policymakers, practitioners and graduate students working toward climate-ready education systems.
商品描述(中文翻譯)
這本開放存取的書籍提供了一個全面的系統層面檢視，探討學校教育與氣候變遷之間的相互影響。該書根據氣候科學、比較教育、教育政策及實施研究的見解，區分了第一階段影響——氣候危害和緩慢變化如何干擾學習——以及第二階段影響——教育系統如何通過課程、教師培訓、基礎設施、運營和社區參與來應對。它描繪了氣候變遷教育的五個主要敘事——氣候素養、氣候行動、綠色經濟技能、可持續發展教育以及批判性/去殖民化方法——並展示了這些敘事如何在全球框架和國家政策中共存和互動。從政策到實踐，它分析了政策改革的國家案例研究、學校層級轉型的案例研究，並檢視了教育者網絡及支持氣候變遷教育努力的生態系統的角色。使用複雜性科學的視角，它解釋了為何許多系統仍然處於「低氣候學習陷阱」中，並概述了逃脫這些陷阱以實現系統性政策一致性的現實策略，為研究人員、政策制定者、實踐者及致力於氣候準備教育系統的研究生提供指導。
作者簡介
Fernando M. Reimers is Ford Foundation Professor of the Practice of International Education and Director of the Global Education Innovation Initiative at the Harvard Graduate School of Education, USA. An elected member of the U.S. National Academy of Education and the International Academy of Education, he served on UNESCO's International Commission on the Futures of Education. His research and over 50 books examine how education systems can advance inclusion, sustainability, democracy and global citizenship. He has led comparative research and curriculum design projects on education for the SDGs and climate change across multiple world regions. Margaret Wang-Aghania is an Ashoka Fellow and the Co-founder and Executive Director of SubjectToClimate, a nonprofit supporting over one million users to teach climate change. A former high-school teacher and product manager, she holds a M.Ed. in International Education Policy from Harvard University, USA and works at the intersection of climate education, ed-tech, and teacher professional learning.
作者簡介(中文翻譯)
費南多·M·雷默斯（Fernando M. Reimers）是美國哈佛大學教育研究所國際教育實踐的福特基金會教授及全球教育創新倡議的主任。他是美國國家教育學院和國際教育學院的當選成員，曾任聯合國教科文組織（UNESCO）教育未來國際委員會的成員。他的研究及超過50本書籍探討教育系統如何促進包容性、可持續性、民主和全球公民意識。他在多個世界地區領導有關可持續發展目標（SDGs）和氣候變遷的比較研究及課程設計項目。
瑪格麗特·王-阿哈尼亞（Margaret Wang-Aghania）是阿修卡（Ashoka）研究員，也是SubjectToClimate的共同創辦人及執行董事，這是一個支持超過一百萬用戶教授氣候變遷的非營利組織。她曾是一名高中教師和產品經理，擁有美國哈佛大學國際教育政策的碩士學位（M.Ed.），並在氣候教育、教育科技和教師專業學習的交匯處工作。
