Start the week by considering social movements in #enviroed

If you’ve wondered how “civic and political organizations can make the participation of ordinary people Possible, Probable, and Powerful” [P3] you might want to check out this webinar from NAAEE. It features Hahrie Han and the work of the P3 lab at UCSB, on civic and political engagement, collective action, social change, and democratic revitalization, particularly as it pertains to environmental politics and social policy issues.

Discussion continues over at eePRO

Prep for 28th June – ESD chat

Education for Sustainable Development – a vehicle for socially and environmentally responsible interdisciplinary learning, teaching and assessment?

On Wednesday 28 June at 8pmGMT #HEAchat and #LTHEchat will be exploring the relatively untapped potential of Education for Sustainable Development (hereafter referred to as ‘ESD’) as a holistic learning and teaching tool for staff and students. Professor Simon Kemp, NTF, University of Southampton, has prepared a blog to stimulate discussion.

ESD is an interdisciplinary approach to learning, teaching and assessment that covers the integrated social, economic, and environmental dimensions of the formal and informal curriculum. ESD is recognised as a pedagogical approach that can help educators assist students who wish to develop the skills, knowledge and experience to contribute to an environmentally and ethically responsible society, and pursue a career that reflects those values. However, whilst there is understandably much focus on the output of graduates with a sense of social and environmental justice in terms of their future contributions to the world, there can be less attention on the innovative learning and teaching opportunities. ESD offers the higher education community the chance to integrate interdisciplinary learning, pioneering assessment, responsible employability outcomes, and strong student engagement.

The term ESD refers to the pedagogical approach of learning about and developing skills for ‘sustainable development’. It is generally accepted that sustainable development is fundamentally about trying to achieve a balance between the economy, society (people), and the environment, with the internationally recognised and referred to definition of:

Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.” (WCED, 1987)

If you conduct any reading in this interdisciplinary subject area you are also likely to frequently come across the terms ‘sustainability’ and ‘Education for Sustainability (EfS)’. We will happily use these terms interchangeably during the twitter chat as we do not want to debate definitions and terms – after all, we only have an hour! It is also important to note that sustainable development, is not solely about the environment as is the common misconception. It is about trying to achieve a balance between the economy, society, and the environment, through supporting students from any discipline in acquiring knowledge, understanding and skills relevant to sustainable development.

As with all pedagogy challenges there is a wealth of literature to engage with. However, if you would like to refer to a single document that has attempted to provide a common approach to the interdisciplinary practice of ESD, the Quality Assurance Agency (QAA) and HEA (2014) developed a guidance document to assist educators and support students from all disciplines. This document offers the following definition for ESD:

Education for sustainable development is the process of equipping students with the knowledge and understanding, skills and attributes needed to work and live in a way that safeguards environmental, social and economic wellbeing, both in the present and for future generations.” (QAA & HEA, 2014)

The HEA website offers an excellent range of resources. As part of this resource base we recently developed a set of ESD learning activities aimed at assisting colleagues who wish to engage with interdisciplinary teaching, and work with students interested in exploring the complex challenges that have an impact on us all. The workshops are designed to be structured classroom sessions, or to provide a framework for colleagues to adapt for their own learning objectives.

Introducing or extending ESD in your curriculum and student experience offers a range of benefits to students, academics, and the university. Students can engage in interdisciplinary practices, working and learning with students from other academic disciplines they might not normally be exposed to. Aside from the intellectual gain, there is an expectation from employers that graduates will work with colleagues of different areas of expertise as part of wider professional teams. ESD offers students this valuable experience and can enhance their curriculum vitae, especially in terms of practical skills and experience. You might also wish to join the Sustainability in Higher Education Developers (SHED) Community of Practice to engage with supportive academics who are always willing to help those who wish to start or advance their ESD journey.

If you are thinking ‘Sustainable Development does not relate to my discipline area(s)’, I would suggest that you are probably wrong. Take a look at the United Nations’ Sustainable Development Goals that have set targets for the international community until 2030, and I would confidently bet that you will find at least one that relates to your L&T:

We will be interested to hear how you are exploring ESD in your discipline and the gains available for learners who are literate in this area. Looking forward to your contributions during what we hope will be a stimulating and rewarding twitter chat.

The ESD Twitter Chat will be 8-9pm GMT 28 June 2017

Source: https://www.heacademy.ac.uk/blog/education-sustainable-development-%E2%80%93-vehicle-socially-and-environmentally-responsible

#enviroed – a “need to have” not just a “nice to have”?

How is GAP linked to playing a long game in bringing environmental education into the mainstream?
Find out in this news piece about the Pisces Foundation and its work with NAAEE and C&NN.
[Bonus credit to those who knew the body of research mentioned in the article before following the link!]

http://ow.ly/TVoG30cpRao

New book – Ethical Literacies and Education for Sustainable Development: Young People, Subjectivity and Democratic Participation

“This book explores the ethical dimensions surrounding the development of education for sustainable development within schools, and examines these issues through the lens of ethical literacy. The book argues that teaching children to engage with nature is crucial if they are to develop a true understanding of sustainability and climate issues, and claims that sustainability education is much more successful when pupils are treated as moral agents rather than being passive subjects of testing and assessment. The collection brings together a range of fresh and creative perspectives on how issues around ethical literacies can be elaborated and expanded with regard to democratic sustainability education. The use of children´s books in teaching about sustainability is carefully explored, as are the ethical and aesthetic dimensions of environmental education. Including an afterword by Arjen Wals, Professor of Transformative Learning for Socio-Ecological Sustainability, the book will be of great interest to students and researchers in the field of sustainability education.”
Find out more at the link.
NB If you are interested in reviewing books for the journal, e.g. as a book review or on linked texts as part of a review essay, please contact Justin Dillon, setting out your areas of expertise and experience in reviewing. Instructions for authors on these formats are available at the journal website.

http://ow.ly/An4P30c1JlS