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John Huckle



 


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'Education for Sustainability: an invitation to join a debate' An unpublished exchange of views with Stephen Sterling in which my green socialist position on EfS, based on dialectical materialism and critical theory, is contrasted with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


Education for Sustainability

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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