Issues in Teaching and Learning of Education for Sustainability: Theory into Practice. Routledge Research in Education

In a fast-changing, globalising world, the teaching and implementation of a curriculum for Education for Sustainability (EfS) has been a challenge for many teachers. "Issues in Teaching and Learning of Education for Sustainability" highlights the issues and challenges educators and academics face in implementing EfS and gives examples of what an EfS curriculum may look like and how some institutions translate the theory into practice. Organised into three parts, the volume looks at: the who (EfS for whom), the what (EfS curriculum) and the how (translating from theory to practice). The concluding chapter provides ideas and directions on where the world can proceed regarding sustainability education and how it can help in the teaching and learning of sustainability. Considering social issues such as poverty, education, health, culture and the use of natural resources, this book proposes a different path towards Education for Sustainability. Providing concrete data on the realisation of sustainable development, "Issues in Teaching and Learning of Education for Sustainability" will be of interest to geographers, geography educators and professionals concerned with Education for Sustainability. Following a preface, chapters include: (1) Defining Education for Sustainability (EfS): A theoretical framework (Gillian Kidman, Chew-Hung Chang, and Andy Wi); (2) Sustainability in Primary Geography (Maria Remedios Abalahin, and Chew-Hung Chang); (3) Learning from Haiyan: Translating children's voices into action for resilience (Kaira Zoe Alburo-Cañete); (4) Incorporating sustainability for general education: The challenge for large class teaching (Fa Likitswat); (5) Can grassroots organisations (GROs) replace government policy towards creating a sustainable climate change education programme in Singapore? (Andy Wi); (6) The question of 'knowledge' about disaster risk reduction in sustainability education (Liberty Pascua); (7) Curriculum development on climate change adaptation: Pre-service teacher training in Mongolia (Yembuu Batchuluun and Getsel Uranchimeg); (8) Fieldwork as a vehicle for sustainability education: The centrality of geographical inquiry (Niranjan Casinder and Gillian Kidman); (9) Emphasising sustainability when learning power system markets in higher education (William Infante and Jin Ma); (10) (How) do students reflect on sustainability? A model to diagnose and foster reflective thinking about sustainability (Nina Brendel); (11) Geographies of Educa