Issues in Teaching and Learning of Education for Sustainability

Chew-Hung Chang is an Associate Professor at the Humanities and Social Studies Education Academic Group at NIE, NTU. He is a geography educator serving as the Co-Chair of the International Geographical Union – Commission on Geographical Education (IGU-CGE), Co-Editor of the journal International Research in Geographical and Environmental Education (IRGEE), as well as the President of the Southeast Asian Geography Association (SEAGA). In addition to being a teacher educator, he has published extensively across areas in geography, climate change education, environmental and sustainability education.Gillian Kidman is an Associate Professor of Science Education at Monash University, Australia. Her teaching and curriculum design are award-winning and she was a Lead Writer and Senior Advisor for Australia’s National Curriculum – Australian Curriculum: Science (Science Inquiry Skills strand). She is the Co-Editor of the journal International Research in Geographical and Environmental Education (IRGEE) and is the Australian Representative – Steering Committee, International Geographical Union-Commission Geographical Education (IGU-CGE) and Group Leader – Sub-Committee for Diversifying Research at IGU-CGE. Gillian has research and teaching interests in the sciences and humanities, with a particular interest in inquiry forms of teaching and learning as well as the potential inquiry pedagogies have for the integration of science with other disciplines.Andy Wi is a research associate at the National Institute of Education, Nanyang Technological University, Singapore and the Assistant Secretary of the Southeast Asian Geography Association (SEAGA). Previously, he was an educator with more than 15 years of teaching experience. He has a PhD in public education, environmental education and policy. His current research focuses are in public and environmental education, geography curriculum and Education for Sustainability. He has published in research journals such as the Environmental Education Research (EER) and the International Research in Geographical and Environmental Education (IRGEE).

• List of contributors; List of Abbreviations; List of tables and figures; Preface; Introduction - Defining Education for Sustainability (EfS): A theoretical Framework; Part I – EfS for whom?; Sustainability in Primary Geography; Learning from Haiyan: Translating Children’s Voices into Action for Resilience; Incorporating Sustainability for General Education: the challenge for large class teaching; Can Grassroots organisations (GROs) replace government policy toward creating a sustainable climate change education programme in Singapore?; Part II – What does an EfS curriculum look like?; The question of ‘knowledge’ about disaster risk reduction in sustainability education; Curriculum development on climate change adaptation: pre-service teacher training in Mongolia; Fieldwork as a vehicle for Sustainability Education: the centrality of geographical inquiry; Emphasizing sustainability when learning power system markets in higher education; (How) do students reflect on sustainability? A model to diagnose and foster reflective thinking about sustainability; Part III – From theory to practice (translating); Geographies of Education for Sustainability (EfS): Shaping the EfS in Vietnam’s Approach to Education; Experiences and Lessons: An International Training Program on Education for Sustainability in the Context of Chinese Formal Education; Sustainability from Theory to Practice: Chinese New Year as an Avenue for Sustainability Education; Conclusion - Where do we go from here?; Index