Sustainability Education, Whole School Approaches, and Communities of Action

Shallcross, Tony; Robinson, John R.

doi:10.1007/978-1-4020-6416-6_19

Cited by 26 publications

(15 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Research is emerging that suggests that whole school approaches to ESD may be able to transcend the targets culture (where schools are driven to meet government targets at the expense of deeper learning) that has emerged in schools in recent years [7][8][9]. Rauch [8] terms this -ecologisation‖ of schools, whereby schools seek to engage with the wider community and look to the -outside‖ world as they develop new forms of teaching and learning.…”

Section: Education For Sustainable Developmentmentioning

confidence: 99%

Creating a Learning Environment to Promote Food Sustainability Issues in Primary Schools? Staff Perceptions of Implementing the Food for Life Partnership Programme

et al. 2013

View full text Add to dashboard Cite

Abstract:There is increasing interest in the role that schools can play in promoting education for sustainable development (ESD), and evidence is emerging that schools can be influential in the emerging agenda around the ecological, ethical and social aspects of food, diet and nutrition. With regard to such food sustainability issues, this paper analyses the role of the Food for Life Partnership national programme in supporting garden and farm-based learning activities in 55 primary schools in England, UK. Using a mixed methods approach, the study examined the programme's implementation through staff perceptions and a range of school change indicators. The study found that the programme delivery was associated with widespread institutional reforms. According to staff, implementation of the programme provided a range of opportunities for pupils to learn about food production and sustainability, but addressing these issues was challenging for teachers and raised a number of questions concerned with effective, equitable and on-going implementation. At a pedagogical level, teachers also reflected on conceptually challenging aspects of food sustainability as a topic for primary school education. The study identified ways that ESD programmes could support schools to think about and implement learning opportunities as well as identifying significant barriers related to resourcing such programmes. OPEN ACCESSSustainability 2013, 5 1129

show abstract

Section: Education For Sustainable Developmentmentioning

confidence: 99%

Creating a Learning Environment to Promote Food Sustainability Issues in Primary Schools? Staff Perceptions of Implementing the Food for Life Partnership Programme

et al. 2013

View full text Add to dashboard Cite

show abstract

“…To consider another cognate development, what we propose here should not be confused with ‘whole school approaches’ as described for example in relation to healthy living (DfES, 2003; Teachernet, 2010), or a sustainability agenda (Shallcross and Robinson, 2008). While these approaches may offer benefit, they remain top-down in policy and usually in practice: the ‘good’ diet is already agreed, and the need for sustainability is a given.…”

Section: Related Practices and Conceptsmentioning

confidence: 99%

Citizenship education and philosophical enquiry: Putting thinking back into practice

Garratt

Piper

2012

Education, Citizenship and Social

View full text Add to dashboard Cite

In this article, we argue for a purposeful re-introduction of philosophical enquiry to the process and pedagogy of citizenship education. We suggest the development of philosophy and critical thinking skills may usefully improve social and political awareness in young people. Moving beyond the boundary of the formal curriculum, we encourage the development of synergy between the international movement of philosophy for children and the expanding tradition of community philosophy as a means to promote more open and democratic enquiry. We suggest this will produce important benefits for young people, helping to promote responsible judgements on social affairs, develop intergenerational relationships and enhance freedom for the young to think rationally and autonomously as critically informed citizens. However, this is likely to occur only if teachers and schools are more willing and prepared to challenge dominant, reductive notions of education in favour of more active and democratic conceptions of the secondary curriculum.

show abstract

“…Stoll et al (2006) and Vescio et al (2008) confirm that the most effective and innovative learning communities have a much wider scope involving not only schools but also members of the community and other related organizations, a finding confirmed in the field of ESDGC and sustainability by Estyn (2006), Jackson (2007), EES-SW (2007), and Gayford (2009). Shallcross and Robinson (2007), in stressing the importance of action for change, call these multi-faceted communities 'communities of action' . In their model of school development for Education for Sustainable Development (ESD) they place the community, rather than the school, at the centre.…”

Section: Literature Reviewmentioning

confidence: 99%

Education for sustainable development and global citizenship: Leadership, collaboration, and networking in primary schools

Bennell¹

2015

int j develop educ gobal learn

View full text Add to dashboard Cite

The interaction of leadership, collaboration, and networking in the development of Education for Sustainable Development and Global Citizenship (ESDGC) is examined in five north Wales primary schools noted for their ESDGC development. Strong leadership and considerable, but varying, forms of distributed leadership were found in each of the schools. All schools had extensive external networks with a wide range of visitors and community links. However, participation in these networks and in external professional development was largely confined to key ESDGC players. Some schools had designed effective ways of sharing the knowledge, skills, and understanding of key players with their fellow teachers. Where internal collaboration and networking were frequent, the staff appeared to be more knowledgeable about and committed to ESDGC.

show abstract

Sustainability Education, Whole School Approaches, and Communities of Action

Cited by 26 publications

References 26 publications

Creating a Learning Environment to Promote Food Sustainability Issues in Primary Schools? Staff Perceptions of Implementing the Food for Life Partnership Programme

Creating a Learning Environment to Promote Food Sustainability Issues in Primary Schools? Staff Perceptions of Implementing the Food for Life Partnership Programme

Citizenship education and philosophical enquiry: Putting thinking back into practice

Education for sustainable development and global citizenship: Leadership, collaboration, and networking in primary schools

Contact Info

Product

Resources

About