Whole School Approaches to Sustainability

Arjen Wals is a Professor of Transformative Learning for Socio-Ecological Sustainability at Wageningen University where he also holds the UNESCO Chair of Social Learning and Sustainable Development. Furthermore, he is a Guest Professor at the Norwegian University for the Life Sciences (NMBU). He holds an Honorary Doctorate from Gothenburg University in Sweden. Birgitte Bjønness is an associate professor in science education at the Norwegian University of Life Sciences. Her research interests include sustainability education, health and wellbeing in schools, inquiry-based learning, and action research in education.Astrid Sinnes is a professor in science education and vice rector for sustainability at the Norwegian University of Life Sciences. Her expertise is on sustainability transitions in educationIngrid Eikeland holds a Ph.D. in science centre education based on the dissemination of controversies. The last four years she has managed the university–school partnership at the Norwegian University of Life Science.

• Chapter 1. It takes a whole school: an introduction.- Chapter 2. A Whole School Approach: A synthesis of interconnected Policy, Practice and Research Conceptualisations.- Chapter 3. Insights, challenges and prospects on whole school approach to sustainability in the UN Economic Commission for Europe (UNECE) region.- Chapter 4. How to institutionalize a whole school approach to ESD.- Chapter 5. Getting to a whole school approach: Lessons from school effectiveness and school improvement in ESD research.- Chapter 6. Dimensions and conditions of the development of a sense of empowerment in a whole school approach.- Chapter 7. Accelerating change-making: Reflections on embedding regenerative practices in school climate action.- Chapter 8. How can a whole school approach to sustainability be inclusive to all learners?.- Chapter 9. The whole-school alignment model: Facilitating a teacher team in sustainable entrepreneurship education.- Chapter 10. Architecture as educator for sustainable grown-upness: An ESD-performance framework for school habitats.- Chapter 11. Developing a whole (pre)school approach to sustainability: Insights from global citizenship and early childhood education across Nordic countries.- Chapter 12. Activating the petals in the ‘WSA flower model’: Critical factors for sustaining schools’ pathways towards a whole school approach.- Chapter 13. Piloting a self-assessment tool for a whole school approach to sustainability in Mongolia.- Chapter 14. Critical events in the systematic work at an organizational level towards a whole school approach to sustainability in a Swedish municipality.- Chapter 15. Weaving curriculum, assessment, and pedagogy: Global citizenship experience lab school’s whole school approach to sustainability and global citizenship education.- Chapter 16. Students’ deliberation on ‘greening’ the school’s energy supply: A case discussed from a whole school approach perspective.- Chapter 17. A whole school approach towards sustainability: Assessing the implementation of a school program “recreos residuos cero” (zero waste break time).- Chapter 18. Practicing climate action in a K-12 school using a whole institution approach.- Chapter 19. Utilizing collaborative self-study to explore pedagogies for sustainability.- Chapter 20. Critical eco-reflexive approaches: A case study of “Teaching for sustainability” towards SDG 4.7 transition via a whole school approach perspective in higher education.- Chapter 21. Whole-school project-based approach to promote education for sustainability: A Mauritian experience.- Chapter 22. Exploring a whole school approach at non-formal folk high schools in Norway through common goals and action learning.- Chapter 23. A whole-school approach to building communities of practice of ESD: A case study of two Japanese high schools.- Chapter 24. It takes a whole school: A synthesis.