Ecology, Democracy, and Green Schools: An Integrated Framework

Abstract

Sustainability is the integration of ecological, social, and economic approaches to ensuring healthy local and global communities for present and future generations. Although environmental science and social studies teachers have assumed primary responsibility for sustainability related programs and initiatives, whole school approaches to teaching and learning about sustainability are emerging in K–12 schools (green schools) all around the world (Henderson & Tilbury, 2004). Whole school and whole systems approaches to sustainability not only teach about sustainability via the curriculum but also encourage the school community to become a vibrant place for together learning how members might live more sustainably. Recent research highlights the importance of school leaders and leadership for successful green schools (Birney & Reed, 2009; Higgs & McMillan, 2006; Pepper & Wildy, 2008; Schelly, Cross, Franzen, Hall, & Reeve, 2010). The purpose of this article is to propose a theoretical framework that integrates democratic and ecological principles for describing, explaining, and predicting a continuum of development from more traditional schools to green schools. It ends with suggestions for future research.

Greener on the Other Side

“…They empower students to be leaders in this work and find that students are highly motivated to engage in learning when they are involved in real efforts to improve their local and global communities (Chawla & Cushing, 2007). Although these visionary practitioners are leading the way, our school leadership standards and preparation programs lag behind (Kensler, 2012). This case provides an opportunity for introducing green schools and whole-school sustainability to emerging school leaders.…”

“…Leaf went on to say that as a science teacher, she works diligently to include sustainability issues into her current scope and sequence, including her classroom learning garden. However, she stated that it is important for students to experience real-life, practical activities that emphasize ecological principles (Goleman, Bennett, & Barlow, 2012; Stone & Barlow, 2005; Kensler, 2012) within all of their core classes and this could be accomplished by adopting or creating a school-wide environmental/sustainability curriculum. Ms. Sykes recapped by suggesting that the key areas of focus would be adopting or creating an environmental/sustainability curriculum that would support a new outdoor classroom and an expanded learning garden that could become a community garden.…”

Implementation of Adiwiyata Program in IntraCurricular Activities at SMA Negeri 2 Brebes

“…The results of Meyer's study (2015) showed there was a substantial impact of educational attainment on pro-environmental behavior and provides some evidence that education can make individuals more aware of the external effects of behavior and more on social welfare. Kensler's (2012) research showed that the implementation and evaluation of school approaches to sustainability are still rare. Green School (sustainability school approach) practice ecological principles through designing and management building that aim to provide a healthful environment and reduce costs for negative impacts on global and local ecology.…”

Sustainable Academic Motivation

“…Sustainability has become an increasingly important strategic concept for organizations [1]. Although there are various explanations, organizational sustainability can be referred to as the capacity and overall ability of organizations to fulfill their mission in the present without diminishing their capacity to do so in the future [2][3][4]. In this view, sustainable human resource management links the concept of sustainability and human resource management: "It can achieve the optimum allocation of human resources based on the concept and idea of sustainability, and provide organizations the integrated benefits of economic, ecological and social integration while realizing the sustainable development of organizations, employees, customers, and society" [5] (p. 5).…”

“…A problem consists of theoretically searching the terms 'sustainable motivation' and 'academic motivation', and especially postulating and explaining the concept of 'sustainable academic motivation'. The main research goals are defined as follows: (1) Analyze and synthetize the basic terminology apparatus and define the concept of sustainable academic motivation; (2) disclose the level of university-staff motivation and determine the relevant elements in the process of changing it; and (3) examine the impacting factors to be respected in improving academic-staff motivation and transforming it into sustainable academic motivation.…”