Publications
'Radical school geography: retrospect and
prospect', a presentation given at the Geographical Association conference,
April 2003 (view in Word, view
in PowerPoint note file sizes: 4Mb and 1.8Mb )
'Time to get real' (the case for basing
development education on global citizenship rather than global perspectives
and dimensions), Development Education Journal, 9/1, October 2002, pp.
32 - 34 (view in
Word)
Education
for Sustainability: a guide for primary schools, (Burning
Issues in Primary Education, Issue 5), National Primary Trust, 2002. Links
to the websites mentioned in this publication.
'Reconstructing Nature: towards a
geographical education for sustainable development', Geography,
January, 2002, pp. 64 - 72
'Primary education for sustainable development; a contribution to healthy
schools in a more healthy world', Primary Practice, autumn, 2001
'Global Citizenship in Initial
Teacher Education' (a discussion paper written for the Development Education
Association), 2001, view
in Word or on the DEA
website
'Towards Ecological Citizenship' in Lambert
D. & Machon P. (eds.), Citizenship Education through Secondary
Geography, Routledge/Falmer, 2001
With Adrian Martin, Environments
in a Changing World, Prentice Hall, 2001
'Education for
Sustainability and Ecological Citizenship in Europe: a challenge for teacher
education in the 21st Century, paper given to conference at the University
of Thrace, Alexandroupolis, May 2001 (view
in Word)
'Education for Sustainable Development: the
case for a socially critical perspective.' A
contribution to Environmental Education from policy to practice, a British
Council Seminar held at Kings College, London, March 4 - 10th 2001 (view
in Word)
'Education for sustainable development: some
guidelines for curriculum reform', conference paper, 2000 (view
in Word)
'Locating Environmental
Education Between Modern Capitalism and Postmodern Socialism: A Reply to
Lucie Sauve', Canadian Journal of Environmental Education, 4, pp. 36 - 45.
'Education for
Sustainability: an invitation to join a debate' An unpublished exchange of
views with Stephen Sterling in which my green socialist position on EfS,
based on dialectical materialism and critical theory, is contrasted with
Stephen's ecological position based on systems thinking and holism, 1999 (view
in Word)
Interview with Radio China
International, May 1999 (listen with Real Player)
Education for Sustainable Development in the
Schools Sector: a review of the panel's report written for Catch,
the WWF Reaching Out newsletter, Spring 1999 (view
in Word)
'Reaching Out with WWF in the UK' in
Hicks D & Slaughter R (eds.), World Yearbook of Education 1998,
Futures Education, Routledge, 1998
'From
Development Education to Citizenship Education: starting the definition
debate' a paper written for the Development Education Commission, March 1997
(view in
Word)
'Towards a Critical School Geography' in
Tilbury D. & Williams M. (eds.), Teaching and Learning Geography, Routledge,
1997. Reprinted in Smith M. (ed.), Teaching Geography in Secondary
Schools, Routledge/Falmer with Open University, 2002
Co-editor with S Sterling, Education
for Sustainability, Earthscan, 1996
'Globalisation, postmodernity and
citizenship', in Steiner M. (ed.), Developing the Global Teacher: Theory
to Practice in Teacher Education, Trentham Books, 1996
Part 1, Part 2 (Geography with Bob Digby) and
Part 3 of Reaching
Out: the tutors' file (WWF's programme of professional development
for teachers), WWF Education Department, 1995.
Using Television Critically in Environmental
Education, Environmental Education Research, 1/3, 1995
Environmental Education and Sustainability: A
view from Critical Theory, in Fien J (ed.), Environmental Education: a
pathway to sustainability, Deakin University Press, 1993
Geography section of The
Decade of Destruction (an education pack to accompany Adrian
Cowell's films for Central Television), WWF Education Department, 1992
Education for Sustainability: assessing
pathways to the future, Australian Journal of Environmental Education,
7, 1991
Environmental Education: teaching for
sustainable development, in Dufour B (ed.), The New Social Curriculum,
Cambridge University Press, 1988
What
We Consume (a module of WWF's
Global Environmental Education Programme consisting of a Teachers Handbook
and ten curriculum units), Richmond Publishing Company, 1988 - 1993
'Geography and World Citizenship, in Fien J
and Gerber R. (eds.), Teaching Geography for a Better World, Oliver
& Boyd, 1988
'Geography and Schooling', in Johnston, R.
(ed.), The Future of Geography, Methuen, 1985
Editor, Geographical Education: Reflection
and Action, OUP, 1983
Educating
for Sustainability: a guide for primary schools
This 36 page booklet argues that education for
sustainability is the key to healthier schools, children and communities. It
encourages teachers to review their aims and realize education for
sustainability through the taught curriculum, the greening of the school, and
the development of community links. Three staff development activities are
linked to the Teachers' Standards Framework and readers are referred to many
internet sites.
ISBN 1 898908 61 3
Available from National
Primary Trust, Martineau Centre, Balden Road, Harbourne, Birmingham, B32
2EH. £3.50 including postage and packing.
Environments
in a Changing World
While there is no shortage of books on the
environment, there are few introductory texts that outline the social theory
that informs human geographical approaches to the interactions between
society and the rest of nature. Students arriving at university often lack
the understanding of history, economics, politics, sociology and philosophy
that contemporary human geography requires. Environments in a Changing
World addresses this deficit, providing foundation knowledge in a form
that is accessible to first year students and applied to the understanding
of both contemporary environmental issues and the challenge of
sustainability. Students are challenged to develop and defend their own
ethical and political positions on sustainability and respond to the need
for new forms of ecological citizenship.
Key features
- Provides an introduction to social theory
and the environment for undergraduate geographers
- Makes human geography relevant to the
understanding of past and present environmental issues
- Explores a range of philosophical and
political positions
- Designed to complement introductory texts
on ecology, biogeography and environmental science
- Broad range of topical case studies backed
up by recommended websites to allow readers to keep abreast of rapidly
evolving issues such as global warming, GM foods, LA21, deforestation
and water management
- Case study materials from around the world
ISBN 0 582 32772 5
While governments and NGOs have
stated repeatedly that education is crucial if we are to make the transition
to sustainable modes of living, there has been little discussion of the
radical challenge that this poses for education itself. This is the first
book published in the UK to provide an overview of the theory and practice
of education for sustainability, making a case for a critical and purposive
approach to education which is appropriate to the challenges of our times.
It brings together contributions from environmental educators working in the
formal and informal sectors and in the continuing education, and provides
perspectives on relevant philosophy, politics and pedagogy of education for
sustainability, as well as case studies and pointers towards good
educational practice. Part 1 establishes some initial perspectives on
sustainability, education and the role of NGOs; Parts II and III assess the
potential for education for sustainability in the formal and informal
sectors; Part IV discusses its development as part of the greening of
business and local government, and Part V looks to the future.
Reaching Out
The Reaching Out Tutors' File contains a set
of workshop materials, in three parts, which enables teachers to explore
those kinds of environmental education which best contribute to more
sustainable ways of living. It draws on WWF's experience of developing
curriculum and curriculum management materials for schools and provides the
content and framework for the in-service education course that WWF-UK runs
for teachers. The materials are designed for flexible use and together
with the Lets Reach Out handbooks, they are likely to find
various applications. These will include short courses and longer accredited
courses which contribute to a diploma or higher degree.
Each of the seven handbooks which make up the
Reaching Out Tutors' File consists of five two hour workshop sessions. Each
session is underpinned by the findings of Caring for the Earth, the second
World Conservation Strategy, and there are extensive references to the
Agenda 21 process initiated at the Earth Summit in 1992.
Part 1 Introduction and Initial
Perspectives
After introducing the Reaching Out framework
and background to the project, the first of the seven handbooks explores the
theory and practice of education for sustainability and the ways in which
this concept can find a place in the National Curriculum. Session five
argues that critical action research is central to professional development
in education for sustainability.
Part 2
Practicing Action
Research (five handbooks including secondary geography)
Each of the handbooks in Part 2 contains five
workshop sessions designed for either primary school teachers or secondary
subject specialists. They are designed to prompt further reflection and
action on education for sustainability by the whole staff in the case of
primary schools, or by subject departments and cross-curricular teams in
secondary schools. The sessions may be led by an outside tutor but can also
be run by teachers themselves. Each of the secondary pathways focuses on a
different core of foundation subject, its links with one other subject and
with particular cross-curricular themes, dimensions and skills. Geography
links with history and citizenship education.
Part 3 Broadening
Perspectives
Having introduced teachers to education for
sustainability in Part 1 and explored its implications for the primary and
secondary curriculum in Part 2, Reaching Out concludes with five sessions
designed to broaden teachers' and other participants perspectives. Part 3
draws attention to the Agenda 21 process, prompts reflection and action on
education for sustainability locally and globally, and suggests evaluation
criteria for continuing professional development in a rapidly changing
world.
Decade of
Destruction
Throughout the 1980s, Central Television
producer Adrian Cowell filmed events in the Amazon rainforest. The material
he collected during this time offers a unique record of the major
environmental and development struggles of the time.
WWF and Central Television joined forces to
make this material available to schools. A specially produced video is
linked to comprehensive teaching and learning materials designed to bring
the reality of Amazonian development and rainforest politics into the
classroom. A student centred approach and up-to-date information enable
pupils to participate in informed debate about both present and future
development strategies.
Intended primarily for use at Key Stage 3,
the materials will be of relevance to teachers of Geography, English and
Science. Particular emphasis is placed on the Geography elements of the
pack, which contains detailed background notes providing essential reading
for Geography teachers, and useful supplementary reading for teachers of
other disciplines.
In line with National Curriculum
requirements, the pack also has a strong Media Studies element which will be
invaluable for work in various subjects, but has particular application in
English.
What We Consume
What We Consume provides a curriculum
framework and classroom activities for teachers wishing to explore issues of
environment and development with older pupils in secondary schools. Eighty
original activities, in eight units, link pupils as consumers to economies
and societies around the world. They enable them to study different forms of
development and underdevelopment, recognize the impact these have on nature
and the environment, and consider alternatives that are more ecologically
sustainable. In doing this, pupils learn of the part which they and others
play in such issues as acid rain, desertification and the destruction of
tropical moist forests. They develop their understanding of the economic and
political roots of environmental issues and consider social alternatives
which may allow more harmonious relations between people and between people
and the rest of nature. In this way, What We Consume introduces some of the
central themes of the World and UK Conservation Strategies and educates
young people for the roles they might play in the transition to ecologically
sustainable development.
Of the ten units of What We Consume
originally planned, eight units and a Teachers' Handbook were published
between 1988 and 1993. The units build upon the Programme for Political
Education's framework for political literacy. This was later to influence
the Crick Report and the QCA's framework for citizenship education in
schools.
Unit
1 Society and Nature
Unit
3 Our Consumer Society (with Liz Chidley)
Unit
4 The United Kingdom (farming and wetland drainage)
Unit
5 Brazil (cattle ranching and rainforest destruction in
Rondonia)
Unit
6 Nigeria: environment and development (Liz Chidley)
Unit
7 The USSR (Lake Baikal - management of water resources)
Unit
8 China: Beijing - a liveable city?
Unit
10 The Environment and Democracy (Chipko in India, Solidarity in
Poland, local socialism in UK)
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