Canadian Journal Of Environmental Education
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| Author | : Douglas D. Karrow |
| Publisher | : Springer Nature |
| Total Pages | : 344 |
| Release | : 2020-01-01 |
| Genre | : Education |
| ISBN | : 3030250164 |
This book was inspired by the inaugural National Roundtable on Environmental and Sustainability Education in Canadian Faculties of Education (Roundtable 2016), which took place June 14-16, 2016, at Trent University in Peterborough, Ontario. Roundtable 2016 brought together over seventy participants from across Canada, including educators, researchers, policy-makers, consultants, and community organizations. Over the course of three days, participants took part in keynote addresses, research colloquia, networking socials, and collaborative inquiry activities focused on Environmental Sustainability Education in Teacher Education (ESE-TE). Roundtable 2016 resulted in the publication of a National Action Plan containing action-oriented recommendations for enhancing ESE-TE, and a position statement titled “The Otonabee Declaration,” where delegates articulated their views regarding environmental degradation, the critical need for enhancing ESE-TE, and, the role educators, children, youth, educational institutions, policy makers, and Indigenous communities play in enhancing ESE-TE in Canada. This volume concludes with a discussion placing current Canadian ESE-TE theory and practice within an international context.
| Author | : |
| Publisher | : |
| Total Pages | : 372 |
| Release | : 2000 |
| Genre | : Environmental education |
| ISBN | : |
| Author | : Robert B. Stevenson |
| Publisher | : Routledge |
| Total Pages | : 577 |
| Release | : 2013-05-02 |
| Genre | : Education |
| ISBN | : 1136699317 |
The environment and contested notions of sustainability are increasingly topics of public interest, political debate, and legislation across the world. Environmental education journals now publish research from a wide variety of methodological traditions that show linkages between the environment, health, development, and education. The growth in scholarship makes this an opportune time to review and synthesize the knowledge base of the environmental education (EE) field. The purpose of this 51-chapter handbook is not only to illuminate the most important concepts, findings and theories that have been developed by EE research, but also to critically examine the historical progression of the field, its current debates and controversies, what is still missing from the EE research agenda, and where that agenda might be headed. Published for the American Educational Research Association (AERA).
| Author | : Edward A. Johnson |
| Publisher | : Cambridge University Press |
| Total Pages | : 360 |
| Release | : 2005-03-03 |
| Genre | : Nature |
| ISBN | : 9780521824101 |
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.
| Author | : Glyn Thomas |
| Publisher | : Springer Nature |
| Total Pages | : 401 |
| Release | : 2021-11-01 |
| Genre | : Education |
| ISBN | : 3030759806 |
This book brings together an international group of authors to discuss the outdoor environmental education (OEE) theory and practice that educators can use to support teaching and learning in higher education. The book contents are organised around a recently established list of threshold concepts that can be used to describe the knowledge and skills that university students would develop if they complete a major in outdoor education. There are six key sections: the theoretical foundations and philosophies of OEE; the pedagogical approaches and issues involved in teaching OEE; the ways in which OEE is a social, cultural and environmental endeavour; how outdoor educators can advocate for social justice; key approaches to safety management; and the need for on-going professional practice. The threshold concepts that form the premise of the book describe outdoor educators as creating opportunities for experiential learning using pedagogies that align their programme’s purpose and practice. Outdoor educators are place-responsive, and see their work as a social, cultural and environmental endeavour. They advocate for social and environmental justice, and they understand and apply safety principles and routinely engage in reflective practice. This book will provide clarity and direction for emerging and established outdoor educators around the world and will also be relevant to students and professionals working in related fields such as environmental education, adventure therapy, and outdoor recreation.
| Author | : Alan Reid |
| Publisher | : Routledge |
| Total Pages | : 413 |
| Release | : 2007-10-25 |
| Genre | : Education |
| ISBN | : 1136763147 |
Previously published as a special issue of Environmental Education Research, this collection includes some of the most influential and important articles contributed to the field over the last decade. Drawing out the best articles from volumes one to ten, the editors highlight six major themes:EE and ESD: tension or transition? locating the environ
| Author | : Joshua Russell |
| Publisher | : Springer Nature |
| Total Pages | : 261 |
| Release | : 2021-04-09 |
| Genre | : Education |
| ISBN | : 3030653684 |
This volume builds on the momentum surrounding queer work within environmental education, while also encouraging new connections between environmental education research and the growing bodies of literature dedicated to queer deconstructions of categories such as “nature,” “environment,” and “animal.” The book is composed of submissions that engage with existing literature from queer ecology, queer theory, and various explorations of sexuality and gender within the context of human-animal-nature relationships. The book deepens and diversifies environmental education by providing new theoretical and methodological insights for scholarship and practice across a variety of educational contexts. Queer pedagogies provide important critical points of view for educators who seek broader goals centred around social and ecological justice by encouraging counter-hegemonic views of bodies, nature, and community. The scope of this book is multi- or interdisciplinary in order to cast a wide net around what kinds of spaces, relationships, and practices are considered educational, pedagogical, or curricular. The volume includes chapters that are conceptual, theoretical, and empirical.
| Author | : Alishia A. Valeri |
| Publisher | : IAP |
| Total Pages | : 173 |
| Release | : 2024-10-01 |
| Genre | : Education |
| ISBN | : |
This text is relevant for members of faculties of education such as administers, directors of teacher education programs, teacher educators (for pre-service and/or inservice teachers), and teacher candidates. There is also a potential appeal to professors in higher education institutions as integration practices can be adapted to meet the requirements across disciplines. K-12 classroom-based teachers may find this text useful as a source for content-based learning either from disciplinary or cross-disciplinary practice as well as individuals serving in an educational capacity in community-based settings, for instance. Parts of this work have already been presented in both US and Canadian based conferences such as the American Educational Research Association and the Canadian Society for the Study of Education and serve as optimal venues to reach the academic market. Advertising in publications geared towards providing practical articles could also serve a way to reach classroom based and community-based educators. ENDORSEMENTS: "Everybody needs to eat! Unfortunately, too many communities live food insecure and to not address this in our education system is a massive problem. Valeri, in the book Educating about/for Food Security through Environmental Education, offers brilliant insight through the study of integrating food security into teacher education. In doing so, Valeri shares the importance of language, and specifically root metaphors, in addressing food security as a deep cultural problem rather than one of natural occurrence and this book highlights generative ways to not only address food security in teacher education, but also to prepare teachers that feel empowered to make very real material changes in their classrooms and communities." John Lupinacci, Washington State University "In light of climate change and the impacts it will inevitably have on food production/distribution, "Educating about/for food security through EE" is an important study examining the intersections of teacher education, food security, and sustainability. Examining ways in which educators and researchers ought to integrate food security into classrooms, while also examining the cultural causes of systemic inequity, this book is important for teacher educators who are interested in further incorporating food security and suitability into their classrooms." Brandon Edwards-Schuth, Oulu, Finland
| Author | : Amy Cutter-Mackenzie |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 95 |
| Release | : 2014-01-18 |
| Genre | : Education |
| ISBN | : 3319037404 |
In an era in which environmental education has been described as one of the most pressing educational concerns of our time, further insights are needed to understand how best to approach the learning and teaching of environmental education in early childhood education. In this book we address this concern by identifying two principles for using play-based learning early childhood environmental education. The principles we identify are the result of research conducted with teachers and children using different types of play-based learning whilst engaged in environmental education. Such play-types connect with the historical use of play-based learning in early childhood education as a basis for pedagogy. In the book ‘Beyond Quality in ECE and Care’ authors Dahlberg, Moss and Pence implore readers to ask critical questions about commonly held images of how young children come to construct themselves within social institutions. In similar fashion, this little book problematizes the taken-for-grantedness of the childhood development project in service to the certain cultural narratives. Cutter-Mackenzie, Edwards, Moore and Boyd challenge traditional conceptions of play-based learning through the medium of environmental education. This book signals a turning point in social thought grounded in a relational view of (environmental) education as experiential, intergenerational, interspecies, embodied learning in the third space. As Barad says, such work is based in inter-actions that can account for the tangled spaces of agencies. Through the deceptive simplicity of children’s play, the book stimulates deliberation of the real purposes of pedagogy and of schooling. Paul Hart, University of Regina, Canada
| Author | : Annette Gough |
| Publisher | : Taylor & Francis |
| Total Pages | : 324 |
| Release | : 2024-06-03 |
| Genre | : Nature |
| ISBN | : 1040032230 |
This timely book provides a starting point for critical analysis and discourse about the status of gendered perspectives in environmental education research. Through bringing together selected writings of Annette Gough, it documents the evolving discussions of gender in environmental education research since the mid-1990s, from its origins in putting women on the agenda through to women’s relationships with nature and ecofeminism, as well as writings that engage with queer theory, intersectionality, assemblages, new materialisms, posthumanism and the more-than-human. The book is both a collection of Annette Gough, and her collaborators, writings around these themes and her reflections on the transitions that have occurred in the field of environmental education related to gender since the late 1980s, as well as her deliberations on future directions. An important new addition to the World Library of Educationalists, this book foregrounds women, their environmental perspectives, and feminist and other gendered research, which have been marginalised for too long in environmental education.
