This volume focuses on the fourth Sustainable Development Goal (SDG), education, to look at sustainability from various angles with the purpose of challenging preconceptions about what sustainable education might entail and how it should be conducted. To this end, the book assembles scholars from various research fields and disciplines, who are willing to be at the cutting edge regarding sustainability and education on all levels with students in the ages of 6-15. Through this approach, the text points towards a “wild pedagogy” in line with post-sustainable thinking. This involves agency and the role of nature itself as a co-educator, and promotes cultural changes, and explorative processes of finding “the wild” – the unknown, and complexity in nature – and thus of challenging the human need for control. This approach is also, in line with the 2030 Agenda, an attempt to move from advocating predetermined behavioural change to embracing a pluralistic perspective on sustainability, based on holistic views on education. Such views include curiosity, wonderment, compassion and agency as guiding lights.
The book is structured into three sections, based on three interrelated strands. These strands are, in various ways, dependent on one another and further engaged with bringing education theory and practice together. These strands are 1) Belonging and sensing, 2) Critical thinking, social justice and action competence, and 3) Creating hope in a vanishing world. These strands aim to increase our access to and understanding of the ways in which sustainability can be integrated into education and why. The purpose of the text is to encourage educators of all kinds and levels, as well as scholars in different fields, to explore new perspectives on education for sustainable development. The book examines probes in diverse academic fields and focuses on how to combine different approaches and content, and therefore everyone interested in interdisciplinary and cross-curricular teaching and learning should find this work enlightening.
Author(s): Margaretha Häggström, Catarina Schmidt
Series: Sustainable Development Goals Series
Publisher: Springer
Year: 2022
Language: English
Pages: 201
City: Cham
Foreword
Introduction: A Holistic Perspective on Futures Literacy and Education for Sustainable Development
Introduction
Holistic Pedagogy and Art-Based Environmental Education
A Need for Change in Thought Patterns and Education
Learning for New Environmental Vision
The Content and Organization of This Anthology
References
Contents
About the Editors and Contributors
Editors
Contributors
Part I: Belonging and Sensing
1: Resonance as an Act of Attunement Through Sensing, Being, and Belonging: Returning to the Teachings
Introduction
Anishinaabe Bimaadiziwin
Anishinaabe Bimaadiziwin Teachings
Anishinaabemowin: Speaking the Language
Anishinaabe Inaadiziwin: Our Worldview, Way of Being, and Behaving in the World
Anishinaabe Inendamowin: Our Way of Thinking
Anishinaabe Gikendaasowin: Our Way of Knowing
Anishinaabe Izhichigewin: Our Way of Doing
Anishinaabe Enawendiwin: Our Way of Relating to Spirit
Anishinaabe Gidakiiminaan: Our Responsibility to the Land
Mino Bimaadiziwin: The Seven Grandfather or Grandmother Teachings
Mino Bimaadiziwin: The Seven Grandfather or Grandmother Teachings
Dbaadendiziwin—Humility—Wolf, Ma’iingan
To Accept Yourself as a Sacred Part of Creation Is to Know Humility
Aakwa’ode’ewin—Bravery—Bear, Makwa
To Face Life with Courage Is to Know Bravery
Mnaadendimowin—Respect—Buffalo, Mashkode-bizhiki
To Honor All of Creation Is to Have Respect
Gwekwaadziwin—Honesty—Gizhe Sabe, Bigfoot/Raven, Gaagaagi
To Walk Through Life with Integrity Is to Know Honesty
Nbwaakaawin: Beaver, Amik
To Cherish Knowledge Is to Know Wisdom
Debwewin: Turtle—Miskwaadesi, Painted Turtle, or Mikinaak, Snapping Turtle
To Know All of Those Things Is to Know Truth
Zaagidwin: Eagle—Migizi, Bald Eagle, and Giniw, Golden Eagle
To Know Love Is to Know Peace
Closing Thoughts
References
2: Art, Belonging, and Sense and to Whom Nonsense Belongs
Introduction
Where Do We Start?
Failure and Idiocy in a Culture of Profit and Loss
The Many Faces of Failure
Experiences from Our Own Work
Imagining the Experience of Others
How Else It Could Be
References
3: The Landscape of the Lines of the HandImagining the Storied Memories of Sensorial Experience of Place
The Human Faculty of Imagination
Design of a Lines of the Hand Workshop
Lines of the Hand in Practice: A Session at Schumacher College
Lines of the Hand in Virtual Space
Lines of the Hand and Sustainable Education
Memory and a Sense of Place
Remarks in Closing
References
Part II: Critical Thinking, Social Justice and Action Competence
4: Water Literacies: Co-researching, Learning, and Acting for the Wetlands
Introduction
Water Literacies: A Collaborative Curriculum Design and Action Research Project
School and Classroom Context
George: Becoming the Gutter Guard and Spokesperson
Sustaining a Sustainability Curriculum and Pedagogy: The Challenges
Conclusion
References
5: Socio-ecological Justice Informed Curriculum Inquiry: Transformative Potentials of Critical Water Pedagogy
Introduction: Bringing the Question of Sustainability Education into Context
The Contribution of Critique in Education for Sustainable Development
Situating Critical Education
Reinvigorating Critique and Raising the Social in the Socio-ecological of Water
Water Education Studies in South Africa: Threads of Transformative Potential
Embodying Critique
An Education of Enoughness: Socio-ecological Justice School Inquiry
Discussion
Conclusion
References
6: Sensing, Naming, and Narrating About the Lived World: Places as Textual Resources
Socio-ecological Sustainability
Socio-ecological Literacies
Place-Based Pedagogies and Critical Literacy
Opportunities for Representation and Agency
Multimodal Literacy
Contextualization: Two Case Studies
Places to Act Upon
Learning Opportunities: Representation and Agency
Socio-ecological Literacies
A Framework for Socio-ecological Literacy
Our Indisputable Connectedness
References
Part III: Creating Hope in a Vanishing World
7: Environmental Education and the Critical Social Sciences
Q & A: Question
Q & A: Instructions
Social Science: Vanished, Banished, or (Un)sustainable?
Reclaiming the Critical Social Sciences in EE and EER
A Short Sketch of the Social Sciences and Environmental Education
Ecopedagogical Hermeneutics, Philosophical Phenomenological Ecology, and Critical/Praxical Ecophenomenology in EE and EER
Critical Ecophenomenological Praxis in Ecopedagogy as/in Scapes
Q & A: Answer—Scopes and Scales of Ecopedagogy as/in Scapes
References
8: Learning Planetary Literacies Through Multiple Bushfire Deaths and Hope Through Recovery and Regeneration
Site Location and Child-Led Initiation of the Bushfire Project
Invitation to University Researchers and Links to Naming the World
New Materialist Approaches in Early Childhood Research
Spatial/Material Studies of Early Years Literacy
The Bushfire Project Planetary Literacies and Planetary Well-Being
Methodological Approach and Methods
Structure of the Chapter
Tessa’s (Director) Field Notes
7 January 2020 Catastrophic Fires
Child-Initiated Drawing/Paintings
Emergent Curriculum and Pedagogies
Recovery
Staff Collaboration
Boori Babies (0–2 Years): Room Leader, Rebecca Rand
Boori Toddlers (2–3 Years): Room Leader, Monique Francis
Shifting Focus to Australian Native Animals
Goodher Preschoolers (3–5 Years): Room Leader, Rashmi Santhariah
Craft Work: Creating a Tree
Moving on: Emergent Curriculum
The Planting of Our Forest: Carol Pisano, Assistant
Emergent Curriculum and Pedagogies for Planetary Well-Being
References
9: Hope Through Learning to Live with Ambivalence: Emerging Adults’ Agency Work in the Face of Sustainability Conflicts
Introduction
Theories and Earlier Research About Hope and Ambivalence
Hope as a Psychological Concept
Hope in Education for Sustainable Development
The Importance of the Agency Part of the Hope Concept: Dealing with Ambivalence
The Empirical Study
Background to and Aim of the Empirical Study
Method
Results
Negative Strategies to Cope with Ambivalence: The Inactive Group
Positive Strategies to Cope with Ambivalence: The Active Group
Discussion and Practical Implications
The Results in Relation to Earlier Research and Valuable Theoretical Perspectives
Practical Implications for ESD
References
10: Ecological Existentialism: Doing Nothing in a World of Wounds
Introduction
Existential Education
The Dark Side of Ecological Education
Between Ecology and Existentialism
How to Do Nothing
References
11: The Clown as Transgressive Agent on Paths to Sustainable Futures
Introduction
The Clown as Disruptor But Also Conserver of Status Quo
The Carnivalesque and Possibilities for Change
The Functions of the Clown
Transgression, Transgressive Learning, and the Clown
Journeying into Self Through A/r/tography
Analysis
Fearlessness: A Permeating Theme
Urgency and Devotion: The Savior Clown
Vulnerability and Sorrow: The Acknowledging Clown
Joy and Playfulness: The Academic Clown
Understandings
References
Part IV: Closing Chapter
12: We Are Alive and Thus Need to Belong, Participate, and Act!
Belonging, Sensing, and Hoping
Critical Thinking, Action Competence, and Social Justice
Creating Hope in a Vanishing World
Socio-ecological Education in the Anthropocene Period
References
Index
