Emerging Dimensions of Global Environmental EducationPart of : για την Περιβαλλοντική Εκπαίδευση ; No.59, 2017
Άρθρα με κρίση
This article begins by looking at key features of what has come to be called global environmental education before going on to explore two new and hugely important areas of development falling within the field: climate change education and disaster risk reduction education. The interface between the two areas and how they relate to the general fields of environmental and sustainability education is then examined. Examples of noteworthy practice are given throughout
- ECEE. 2014. Ethical consumerism in European education. EECC. http://www.developmenteducation.ie/media/documents/ECEEToolkit2014.pdf [Accessed 15 February 2015.]Elgin, D. 1981. Voluntary simplicity: Towards a life that is outwardly simple and inwardly rich. New York: William Morrow.Elshof, L. 2015. Challenging climate ‘inactivism’ and creating critical citizens. In: Selby, D. & Kagawa, F. Sustainability frontiers: Critical and transformative voices from the borderlands of sustainability education. Opladen: Barbara Budrich. 165-186.Hamilton, C. 2010. Requiem for a species: Why we resist the truth about climate change. London: Earthscan.Hansen, J. 2009. Storms of my grandchildren: The truth about the coming climate catastrophe and our last chance to save humanity. London: Bloomsbury.Hilmann, M., Fawcett, T & Rajan, S.C. The suicidal planet: How to prevent global climate catastrophe. New York: St. Martin’s.Hoyois, P., Guha-Sapir, D., & Below, R. 2014. Annual disaster statistical review. Louvain: Centre for Research on the Epidemiology of Disasters (CRED).Labouelle, O. & Richmond, M. 2011. Education for sustainable development and education for disaster risk reduction: A winning combination. In UNISDR, Risk returns. Leicester: Tudor Rose. 119-22.Lotz-Sisitka, H. 2010. Climate injustice: How should education respond? In: Kagawa, F. & Selby, D. Education and climate change: Living and learning in interesting times. New York: Routledge. 71-88.Mary Robinson Foundation Climate Justice. (undated.) Principles of climate justice. 3. http://www.mrfcj.org/pdf/Principles-of-Climate-Justice.pdf[Accessed 16 February 2015.]McGuire, B. 20132. Waking the giant: How a changing climate triggers earthquakes, tsunamis and volcanoes. Oxford: Oxford University Press.McIntosh, A. 2008. Hell and high water: Climate change, hope and the human condition. Edinburgh: Birlinn.Monbiot, G. 2012. If children lose contact with nature they won’t fight for it. The Guardian. November 20. 30. http://www.theguardian.com/commentisfree/2012/nov/19/children-lose-contact-with-nature[Accessed 18 February 2015.]Pike, G. & Selby, D. 1988. Global teacher, global learner. Sevenoaks: Hodder & Stoughton.Plan International. 2010. Child-centered disaster risk reduction: Building resilience through participation. London: Plan International.Romm, J.J. 2007. Hell and High Water: Global warming and what we should do. New York: William Morrow.Selby, D. 2000. Global education as transformative education. Zeitschrift fuer internationale Bildungsforschung und Entwicklungspaedagogik, 23/3, 2-10.Selby, D. 2015a. Thoughts from a darkened corner: Transformative learning for the gathering storm. In: Selby, D. & Kagawa, F. eds. Sustainability frontiers: Critical and transformative voices from the borderlands of sustainability education. Opladen: Barbara Budrich. 21-41.Selby, D. 2015b. Climate change: Reorienting the development agenda. In: McCann, G. and McCloskey, S. eds. From the local to the global: Key issues in development studies. Third Edition, London: Pluto Press. 113-131.Selby, D. & Kagawa, F. 2012. Disaster risk reduction in school curricula: Case studies from thirty countries. Paris/Geneva: UNESCO/UNICEF.Selby, D. & Kagawa, F. 2013a. Climate change in the classroom. Paris: UNESCO. http://www.unesco.org/new/ccesd[Accessed 16 February 2015.]Selby, D. & Kagawa, F. (2013b). Unleashing blessed unrest as the heating happens. Green Teacher, 94, 3-15.Selby, D. & Kagawa, F. 2014a: Child-friendly schooling for peacebuilding. New York: UNICEF. http://learningforpeace.unicef.org/wpcontent/uploads/2014/11/CFS-Full-Report_FINAL_web11.20.14.pdf[Accessed 16 February 2015.]Selby, D. & Kagawa, F. 2014b. Towards a learning culture of safety and resilience: Technical guidance for integrating disaster risk reduction in the school curriculum. Paris/Geneva:UNESCO/UNICEF. http://unesdoc.unesco.org/images/0022/002293/229336e.pdf [Accessed 16 February 2015.]Selby, D. & Kagawa, F. eds. 2015. Sustainability Frontiers: Critical and transformative voices from the borderlands of sustainability education. Opladen: Barbara Budrich.Stapp, W. & Polunin, N. 1991. Global environmental education: towards a way of thinking and acting. Environmental Conservation. 18: 13-18.Tutu, D. 2010. The fatal complacency. In: Kagawa, F. & Selby, D. Education and climate change: Living and learning in interesting times. New York: Routledge. xv-xvi.UNESCO. 2010. UNESCO strategies for the second half of the United Nations Decade of Education for Sustainable Development. Paris: UNESCO.UNISDR. 2005. Hyogo Framework for Action 2005-2015: Building the resilience of nations and communities to disasters. Geneva: UNISDR.