Bøker i Palgrave Studies in Education and the Environment-serien

This book provides a critique of over two decades of sustained effort to infuse educational systems with education for sustainable development.

While few could dispute the need for Environmental and Sustainability Education (ESE) for children and young people, this book explores the problems inherent in this educational practice.

This book explores interdisciplinary approaches to animal-focused curriculum and pedagogy in environmental education, with an emphasis on integrating methods from the arts, humanities, and natural and social sciences.

This book provides a critique of over two decades of sustained effort to infuse educational systems with education for sustainable development.

This open access edited volume invites transdisciplinary scholars to re-vision science education in the era of the Anthropocene.

This open access edited volume invites transdisciplinary scholars to re-vision science education in the era of the Anthropocene.

Dark pedagogy explores how different perspectives can be incorporated into a darker understanding of environmental and sustainability education.

The author illuminates important links between the work currently being done in climate change and education and the broader and older theories of radical education: an area of education theory and practice that has long grappled with the question of how to use education to create a more just society.

This book presents a unique framework for the inclusion of ecomedia in the English language classroom to help learners cultivate global citizenship. Foregrounding learner agency in a world at risk, the author proposes a framework that hinges on human rights and critical eco-cosmopolitanism to help learners position themselves in discourses on climate change and act for transformation. The book discusses eco-documentaries as multimodal, factional texts against the background of cutting-edge research, refuting a definition based on the binary of fiction and non-fiction. Translating the insights gained from this discussion to the language education context, learners are conceptualised as active designers of meaning making when engaged with eco-documentaries. Based on this discussion, the book puts forth an innovative, multiliteracies-informed concept which is embedded in a sustainability-oriented pedagogy of hope, which encourages learners to learn and practice languages of hope and advocacy. The book will be of interest to scholars in the fields of ecopedagogy, sustainability education, global citizenship education and cultural learning, film pedagogy and language education, as well as language educators.