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Journal articles on the topic 'Transformative environmental education'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

RUITENBERG, CLAUDIA. "The Cruel Optimism of Transformative Environmental Education." Journal of Philosophy of Education 54, no. 4 (2020): 832–37. http://dx.doi.org/10.1111/1467-9752.12468.

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Koppelman, Kent. "Social Justice, Peace, and Environmental Education: Transformative Standards." Multicultural Perspectives 11, no. 4 (2009): 232–33. http://dx.doi.org/10.1080/15210960903446267.

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3

STICKNEY, JEFF, and ADRIAN SKILBECK. "Problematising ‘Transformative’ Environmental Education in a Climate Crisis." Journal of Philosophy of Education 54, no. 4 (2020): 791–806. http://dx.doi.org/10.1111/1467-9752.12486.

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4

Räthzel, Nora, and David Uzzell. "Transformative environmental education: a collective rehearsal for reality." Environmental Education Research 15, no. 3 (2009): 263–77. http://dx.doi.org/10.1080/13504620802567015.

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Brantmeier, Edward J. "Social justice, peace, and environmental education: transformative standards." Journal of Peace Education 9, no. 2 (2012): 207–9. http://dx.doi.org/10.1080/17400201.2012.697682.

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Lange, Elizabeth A. "Transforming Transformative Education Through Ontologies of Relationality." Journal of Transformative Education 16, no. 4 (2018): 280–301. http://dx.doi.org/10.1177/1541344618786452.

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It has been charged that transformative learning theory is stagnating; however, theoretical insights from relational ontologies offer significant possibilities for revitalizing the field. Quantum physics has led to a deep revision in our understanding of the universe moving away from the materialism and mechanism of classical physics. Some scientists observe that this shifting view of reality is catalyzing a profound cultural transformation. They have also noted significant intersections between the New Science and North American Indigenous philosophies as well as Eastern mysticism, all relati

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Sarid, Ariel, and Daphne Goldman. "A Value-Based Framework Connecting Environmental Citizenship and Change Agents for Sustainability—Implications for Education for Environmental Citizenship." Sustainability 13, no. 8 (2021): 4338. http://dx.doi.org/10.3390/su13084338.

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Civic agency is acknowledged as a key driver/catalyst for social transformation toward sustainability. Recent environmental citizenship education (EEC) models advocate a transformative approach for addressing environmental unsustainability (addressing underlying structural causes) and the identification of the development of change agents, as both the means for deep social transformation toward sustainability and the outcome of EEC. Given the paucity of studies looking into the psychological attributes of sustainability change agents, this work aims to deepen the theoretical understanding of t

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Goulah, Jason. "Conceptualizing Environmental Refugees in Education: A Transformative Language-Learning Framework." Diaspora, Indigenous, and Minority Education 4, no. 3 (2010): 192–207. http://dx.doi.org/10.1080/15595692.2010.490741.

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Pérez-Rodríguez, Uxío, Mercedes Varela-Losada, María-Asunción Lorenzo-Rial, and Pedro Vega-Marcote. "Attitudinal Trends of Teachers-in-training on Transformative Environmental Education." Revista de Psicodidáctica (English ed.) 22, no. 1 (2017): 60–68. http://dx.doi.org/10.1387/revpsicodidact.15608.

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Chen, Joseph C., and Akilah R. Martin. "Role-Play Simulations as a Transformative Methodology in Environmental Education." Journal of Transformative Education 13, no. 1 (2014): 85–102. http://dx.doi.org/10.1177/1541344614560196.

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Back, Anthony, Robert Arnold, Walter Baile, James Tulsky, and Kelly Fryer-Edwards. "What Makes Education in Communication Transformative?" Journal of Cancer Education 24, no. 2 (2009): 160–62. http://dx.doi.org/10.1080/08858190902854863.

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12

Robottom, Ian. "Matching the Purposes of Environmental Education with Consistent Approaches to Research and Professional Development." Australian Journal of Environmental Education 8 (1992): 133–46. http://dx.doi.org/10.1017/s0814062600003347.

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The aim of this paper is to address the issue of the coherence of three dimensions of environmental education activities - its substantive purposes; the research informing its policy, organisation and practices; and the professional development processes supporting its practitioners. It will be argued (i) that the purposes of environmental education are socially transformative, (ii) that the dominant approach to research in the field is behaviourist and deterministic, and (iii) that within a context of socially transformative environmental education, the role that the dominant behaviourist app

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Souza, Tiago Zanquêta de. "Extension in popular environmental education: chores in the work community." Praxis & Saber 12, no. 28 (2021): e10974. http://dx.doi.org/10.19053/22160159.v12.n28.2021.10974.

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This article is the result of doctoral research in Education, which sought to understand the Popular Extension in Environmental Education, experienced by a Work Community, in the city of Uberaba, Minas Gerais, Brazil. It aims to present the educational processes linked to what to do in popular environmental education. Data collection took place through participant observation and data were analyzed based on content analysis. It was possible to understand that all the people involved and committed to the transformation of that reality experienced in and by the work community, become environment

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O’Neil, Joy Kcenia. "Transformative Sustainability Learning Within a Material-Discursive Ontology." Journal of Transformative Education 16, no. 4 (2018): 365–87. http://dx.doi.org/10.1177/1541344618792823.

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In this article, sustainability education is defined within the three orders of change—education about, for, and as sustainability. The third-order change, education as sustainability is defined as transformative sustainability education—an ontological change in how humans and the material world relate. The dominant higher educational paradigm tends to educate about subject matter (i.e., sustainability) distanced from material and focuses on individual human cognition. This does not go far enough to enact sustainable change. Rather, a human and nonhuman materialization within teaching and lear

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Balsiger, Jörg, Ruth Förster, Clemens Mader, et al. "Transformative Learning and Education for Sustainable Development." GAIA - Ecological Perspectives for Science and Society 26, no. 4 (2017): 357–59. http://dx.doi.org/10.14512/gaia.26.4.15.

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Castrillon-Orrego, Sergio A. "Plowing a Fertile Ground for Transformative Management Education." International Journal of Marketing and Sales Education 2, no. 1 (2019): 29–44. http://dx.doi.org/10.4018/ijmse.2019010103.

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This article argues in favor of a holistic and ethically grounded educational framework for managers, oriented to fine-tune business with developmental requirements. Considering the multiple environmental, social, and economic challenges the world faces today, business goals are approached in terms of genuine humankind developmental obligations. Acknowledging the urgent need to prevent some eschatological scenarios, a critical and mindful methodology is used to diagnose, evaluate and reorient the role of business and management education. Sustainable development goals (SDGs) are proposed as be

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Govender, Ivan. "Towards inclusive education for environmental sustainability at a University of Technology." Environmental Economics 7, no. 4 (2016): 78–84. http://dx.doi.org/10.21511/ee.07(4).2016.08.

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The purpose of the study is to evaluate the efforts of Durban University of Technology to provide a more inclusive education for the transition towards an economic and sustainable environment. The paper is centred on assessing the current general education programme implemented by Durban University of Technology by exploring the general education environmental knowledge domains. In 2009, the Durban University of Technology Senate accepted the general education guidelines for curriculum renewal and stipulated the aims of general education as building a student-centeredness experience, preparing

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Bell, David V. J. "Twenty-first Century Education: Transformative Education for Sustainability and Responsible Citizenship." Journal of Teacher Education for Sustainability 18, no. 1 (2016): 48–56. http://dx.doi.org/10.1515/jtes-2016-0004.

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Abstract Many ministries of education focus on twenty-first century education but unless they are looking at this topic through a sustainability lens, they will be missing some of its most important elements. The usual emphasis on developing skills for employability in the current global economy begs the question whether the global economy is itself sustainable over the course of this century. According to the World Business Council on Sustainable Development (WBCSD) whose membership comprises 29 of the largest, most important companies on the planet, it is not. Continuing on the current devel

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Gal, Adiv, and Dafna Gan. "Transformative Sustainability Education in Higher Education: Activating Environmental Understanding and Active Citizenship Among Professional Studies Learners." Journal of Transformative Education 18, no. 4 (2020): 271–92. http://dx.doi.org/10.1177/1541344620932310.

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Transformative sustainability education (TSE) is an uncommon pedagogical practice in higher education, even though it has a positive impact on student learning and behavioral change. This qualitative case study explored 20 Israeli graduate students' understanding of the social-ecological systems through the analysis of reflections, interviews, and observations. The findings reported that these graduate students displayed a deep understanding of the social-ecological systems when TSE was applied in a higher education course. As such, TSE contributed to these graduate students' knowledge constru

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Walshe, Nicola, and Victoria Tait. "Making connections: a conference approach to developing transformative environmental and sustainability education within initial teacher education." Environmental Education Research 25, no. 12 (2019): 1731–50. http://dx.doi.org/10.1080/13504622.2019.1677858.

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Valenti, Mayla Willik, Haydée Torres de Oliveira, and Amadeu José Montagnini Logarezzi. "Exclusory and transformative dimensions of adult environmental education in two Brazilian protected areas." Environmental Education Research 23, no. 5 (2015): 675–86. http://dx.doi.org/10.1080/13504622.2015.1077503.

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Förster, Ruth, Anne B. Zimmermann, and Clemens Mader. "Transformative teaching in Higher Education for Sustainable Development: facing the challenges." GAIA - Ecological Perspectives for Science and Society 28, no. 3 (2019): 324–26. http://dx.doi.org/10.14512/gaia.28.3.18.

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Are teachers ready to support sustainability transformations in tertiary education? We frame major teaching challenges within transformative learning theory and offer a schematic model of transformative learning including liminality and emotions.

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Hatcher, Annamarie. "Building cultural bridges with Aboriginal learners and their ‘classmates’ for transformative environmental education." Journal of Environmental Studies and Sciences 2, no. 4 (2012): 346–56. http://dx.doi.org/10.1007/s13412-012-0088-6.

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Wahr, Fiona, Jenny Underwood, Luise Adams, and Verity Prideaux. "Three Academics’ Narratives in Transforming Curriculum for Education for Sustainable Development." Australian Journal of Environmental Education 29, no. 1 (2013): 97–116. http://dx.doi.org/10.1017/aee.2013.21.

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AbstractThe expectation is that higher education curricula which purports to incorporate education for sustainable development (ESD) supports university graduates in becoming more sustainable. It would then follow that if academics are to offer such curricula they need to be adequately equipped with the motivations, knowledge and skills to teach it. However, the extent to which ESD has resulted in genuine higher education curriculum change, and academic readiness for it, is debatable. As such, this article presents the academic experiences of three of the authors involved in a curriculum chang

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D'Amato, Laura Galen, and Marianne E. Krasny. "Outdoor Adventure Education: Applying Transformative Learning Theory to Understanding Instrumental Learning and Personal Growth in Environmental Education." Journal of Environmental Education 42, no. 4 (2011): 237–54. http://dx.doi.org/10.1080/00958964.2011.581313.

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26

Casinader, Niranjan. "What Makes Environmental and Sustainability Education Transformative: A Re-Appraisal of the Conceptual Parameters." Sustainability 13, no. 9 (2021): 5100. http://dx.doi.org/10.3390/su13095100.

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As with all educational policy and practice, Environmental and Sustainability Education, if it is to be effective and meaningful, has to be designed and implemented in ways that reflect twenty-first-century circumstances, which are characterized by a globalized society in which cultural diversities amongst individuals and populations have become increasingly more complex and prominent. Using a conceptual and philosophical analysis of the research and policy literature, this paper contends that current ESE tends to be trapped within a restrictive monocultural definition of sustainability that d

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Lund, Andreas, Anniken Furberg, and Greta Björk Gudmundsdottir. "Expanding and Embedding Digital Literacies: Transformative Agency in Education." Media and Communication 7, no. 2 (2019): 47–58. http://dx.doi.org/10.17645/mac.v7i2.1880.

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Socio-political, environmental, cultural, and digital changes require literacies that will be crucial for facing complex challenges. This article contributes to a notion of digital literacies as agentic and transformative and having epistemological implications. Although studies in digital literacies have examined diverse forms of understanding and relating to digitalization, we find that few studies have adopted a principled approach to transformative enactment of digital literacies. Our analytic focus is on how agents turn to digital (and other) resources when faced with problems in order to

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Pavlova, Margarita. "Towards using transformative education as a benchmark for clarifying differences and similarities between Environmental Education and Education for Sustainable Development." Environmental Education Research 19, no. 5 (2012): 656–72. http://dx.doi.org/10.1080/13504622.2012.736476.

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29

O'Donoghue, Rob. "CRITICAL THEORY IN ENVIRONMENTAL EDUCATION: A SITUATED REVIEW OF EMERGING CRITICAL PROCESSES FOR MEDIATING LEARNING-LED CHANGE." Pesquisa em Educação Ambiental 13 (May 14, 2018): 23–41. http://dx.doi.org/10.18675/2177-580x.vol13.especial.p23-41.

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Critical theory is explored from origins in a process theory of social development after Marx, and into a diversity of discourses that have shaped critical work in education today. Within this broader picture, the emergence of critical theory in a South African context of environmental education is examined as developing narratives informing learning-led change. The study reviews how critical pedagogy proliferated in education imperatives with little evidence of the desired transformation. Immanent critique is used to track two intermeshed streams of critical theory namely, imperatives to faci

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Rose, Nicholas, and Izo Lourival. "Hegemony, Counter-Hegemony and Food Systems Literacy: Transforming the Global Industrial Food System." Australian Journal of Environmental Education 35, no. 2 (2019): 110–22. http://dx.doi.org/10.1017/aee.2019.9.

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AbstractNational and global food systems are beset by intersecting and mutually reinforcing crises of public and ecological health. The locus of these crises resides primarily in the excessive concentration of corporate power and control. Deploying a Gramscian theory of politics as a contribution to the ongoing development of a critical food-based environmental education pedagogy, this article argues that transformative change requires the mass exercise of food citizenship directed towards the realisation of a socially just and ecologically sustainable food system, as contemplated by the princ

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Tse, Vanessa V., and David F. Monk. "Learning to Be: Emerging Discourse in Awakening Transformation in Education." in education 21, no. 1 (2015): 99–114. http://dx.doi.org/10.37119/ojs2015.v21i1.201.

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This paper explores the disconnection between knowledge of social and environmental injustices and actions to right them. Through our discussion, we consider possible reasons for this disconnection, whether a lack of knowledge, personal accountability and responsibility, or a fear of being swallowed up in the depths of the suffering in the world. We then critically reflect on our role and the role of education to broach this gap. We adopt O’Sullivan’s (2002) transformative learning theory as a guide and suggest that disruptive dialogues, like the one that has guided this paper, can challenge h

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Morales Cardenas, Reynaldo. "Educational Digital Media Tools to Reformulate Activity and Object in Indigenous Science and Environmental Education." EDU REVIEW. Revista Internacional de Educación y Aprendizaje 8, no. 3 (2020): 127–34. http://dx.doi.org/10.37467/gka-revedu.v8.2666.

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This paper examines the functioning of and underlying assumptions about digital media in collaborative curriculum design processes in public science and environmental education, and community-designed action research learning programs. The article discusses teaching practices in US rural Northeast Wisconsin among Native Youth learning processes, from the complementation and articulation of formal and informal education to meaningful engagement and participation in science. The focus on the transformative use of digital media in science community education is intended to serve two interrelated

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Orr, Madeleine, Brian P. McCullough, and Jamee Pelcher. "Leveraging sport as a venue and vehicle for transformative sustainability learning." International Journal of Sustainability in Higher Education 21, no. 6 (2020): 1071–86. http://dx.doi.org/10.1108/ijshe-02-2020-0074.

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Purpose Given greater awareness of environmental issues and the acceleration of climate change, universities are increasingly requiring undergraduate students to complete coursework in environmental issues. Research has shown that environmental courses hosted in science departments can be too challenging for students with no science background. Thus, new approaches to general environmental education at the undergraduate level are necessary. This paper aims to advance three transformative sustainability learning (TSL) interventions that leverage sport as the living laboratory for environmental

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Howlett, Cathy, Jo-Anne Ferreira, and Jessica Blomfield. "Teaching sustainable development in higher education." International Journal of Sustainability in Higher Education 17, no. 3 (2016): 305–21. http://dx.doi.org/10.1108/ijshe-07-2014-0102.

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Purpose This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking. Design/methodology/approach In this paper, a case study of our reflections is offered on a subj

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Tomas, Louisa, Reece Mills, Donna Rigano, and Maryam Sandhu. "Education for sustainable development in the senior Earth and Environmental Science syllabus in Queensland, Australia." Australian Journal of Environmental Education 36, no. 1 (2020): 44–62. http://dx.doi.org/10.1017/aee.2020.7.

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AbstractIn Queensland, Australia, a new senior Earth and Environmental Science (EES) syllabus has been approved for first implementation in 2019. Given the natural alignment between EES and Education for Sustainable Development (ESD), this study employs document analysis to investigate the extent to which the intended curriculum reflects the tenets of ESD. An exploratory content analysis examined the frequency of keywords to identify any prominent sustainability themes that might underpin the syllabus, while a curriculum key guided a deeper analysis according to four tenets of ESD: Learning co

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Howe, Helena R., and Malcolm Ross. "Brexit’s Shades of Green—(Missing) the Opportunity to Transform Farming in England?" Journal of Environmental Law 31, no. 3 (2019): 413–41. http://dx.doi.org/10.1093/jel/eqy025.

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Abstract The UK Government’s ‘green Brexit’ includes fundamental reform of agriculture. We use resilience thinking to examine the complex relationship between farming policy and environmental sustainability. Farming is a social ecological system that will be disturbed by leaving the EU’s Common Agricultural Policy. Reforms could reinforce persistence of the status quo or shape transformation to ‘better’ sustainability. We argue Brexit is a once-in-a-generation opportunity for the hegemony of sustainable intensification to be challenged by enhanced agroecological farming practices. The interdep

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Kim, Marin, Yi Xie, and Giuseppe T. Cirella. "Sustainable Transformative Economy: Community-Based Ecotourism." Sustainability 11, no. 18 (2019): 4977. http://dx.doi.org/10.3390/su11184977.

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Ecotourism has a high potential impact on remote communities, by improving economic opportunity and natural resources conservation, and is increasingly accepted as an alternative livelihood for rural people. This study examines ecotourism development from the perspective of participation and economic impact for the Bousra people in Cambodia. A total of 237 households were selected as the sample size. Data collection was carried out with face-to-face interviews and analyzed using logistic regression and ordinary least square methods. Results revealed that local households depend mostly on agric

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Pace, Paul. "Self-Evaluation as a Tool in Developing Environmental Responsibility." Journal of Teacher Education for Sustainability 12, no. 1 (2010): 5–26. http://dx.doi.org/10.2478/v10099-009-0043-0.

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Self-Evaluation as a Tool in Developing Environmental ResponsibilityThe purpose of the paper is to share the findings of an action research project aimed at exploring the impact of transformative pedagogies on pre-service teachers following an environmental education programme (EEP), offered by the University of Malta. Assessment and evaluation practices of environmental education (EE) and education for sustainable education (ESD) programmes tend to cater just for knowledge content and skills, usually failing to target the development of attitudes and values that promote sustainable lifestyles

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Jacob, Klaus, Caroline Paulick-Thiel, Julia Teebken, Sylvia Veit, and Mandy Singer-Brodowski. "Change from Within: Exploring Transformative Literacy in Public Administrations to Foster Sustainability Transitions." Sustainability 13, no. 9 (2021): 4698. http://dx.doi.org/10.3390/su13094698.

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Public administrations are designed towards efficient and effective problem solving. A division of work along the various issues of public policy-making is constitutive for most administrations. With the recent demands to develop comprehensive transformative environmental policies, new tasks and requirements arise, both for individual officers as well as administrative organizations. Two central questions emerge in this context: How do officers and public policy administrations cope with transformation processes and what competencies are needed for shaping transformations? Based on a comprehen

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Bergersen, Ane, and Gistered Muleya. "Zambian Civic Education Teacher Students in Norway for a Year—How Do They Describe Their Transformative Learning?" Sustainability 11, no. 24 (2019): 7143. http://dx.doi.org/10.3390/su11247143.

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Through 10 years of cooperation between the University of Zambia and the Western Norway University of Applied Sciences, 24 students of Civic Education (Social Sciences) from the University of Zambia had an opportunity to travel to Norway to have a different learning experience of Civic Education. In this study, we sought through qualitative questionnaires and interviews to understand how the former Civic Education teacher students describe their experiences and received benefits during the 10 months they spent at the Western Norway University of Applied Sciences. The study established that tra

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Germein, Susan, and Neema Vaishnava. "Thinking differently: An education for the Anthropocene from Uttarakhand, India." Australian Journal of Environmental Education 35, no. 3 (2019): 250–61. http://dx.doi.org/10.1017/aee.2019.26.

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AbstractTheoretical and philosophical underpinnings of education and activism in the Anthropocene will be enriched by an embrace of non-hegemonic thinking. Lakshmi Ashram, a small girls’ school in the Himalayan mountains of Uttarakhand, India, provides an object lesson in thinking differently: in an imbrication of education/research/activism. This article acknowledges a continuing lack of attention in the literature to local, cultural and place-based diversity in transformative learning for sustainable community. However, the central story in this article is not one of critique, but rather one

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Bonghanoy, Guillermo Baluyot, Alben P. Sagpang, Ronnie A. Alejan Jr., and Louie Resti Rellon. "TRANSFORMATIVE PROFESSIONAL DEVELOPMENT FOR MATHEMATICS TEACHERS." Journal on Mathematics Education 10, no. 2 (2019): 289–302. http://dx.doi.org/10.22342/jme.10.2.6882.289-302.

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This paper was an attempt to redesign the current professional development training for Mathematics teachers in the Philippines. Mathematics teachers claimed that most training and seminars they attended ignored their local work context; was routinely and was hardly applicable to their classroom milieu. By utilizing the transformative professional development training, the teachers identified the classroom issues that had confronted them; restructured their useful pedagogical ideas and instructional plans and materials; implemented these in their classrooms; and shared their reflections on the

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Mader, Clemens, Anne B. Zimmermann, Mario Diethart, and Ingrid Mulà. "Virtual conferences in higher education: Teasing out their transformative potential for sustainable development." GAIA - Ecological Perspectives for Science and Society 29, no. 1 (2020): 57–59. http://dx.doi.org/10.14512/gaia.29.1.12.

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The Coronavirus outbreak has made virtual education a high necessity. Our intention here was to highlight potentials of virtual conferences to enhance transformative learning for sustainable development; new applications will provide powerful insights.

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MacDonald, Fiona J., Dorothy Bottrell, and Bethany Johnson. "Socially transformative wellbeing practices in flexible learning environments: Invoking an education of hope." Health Education Journal 78, no. 4 (2018): 377–87. http://dx.doi.org/10.1177/0017896918777005.

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Objectives: Student wellbeing is closely linked to young people’s satisfaction with life at school. Wellbeing practices in an alternative learning environment take on a particularly significant role as they aim to re-engage young people who are disenfranchised from Australia’s education system. The Wellbeing Project, which is described and reported on here, aimed to capture young people’s perceptions to strengthen and create a Youth+ model of wellbeing in participating centres. Design: A mixed methods approach was employed to explore student experiences of wellbeing. A quantitative methodology

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Galgano, Francis A. "Social Justice, Peace, and Environmental Education: Transformative Standards; Julie Andrzejewski, Marta P. Baltodano, and Linda Symcox(editors)." Journal for Peace and Justice Studies 24, no. 2 (2014): 108–10. http://dx.doi.org/10.5840/peacejustice201424221.

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Yakamovich, Jennifer, and Tarah Wright. "Care-full, convivial, curious: Weaving Canadian artists’ conceptions of art as a form of transformative environmental education." Journal of Environmental Education 52, no. 4 (2021): 223–38. http://dx.doi.org/10.1080/00958964.2021.1929801.

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Edwards, Mark G., Jose M. Alcaraz, and Sarah E. Cornell. "Management Education and Earth System Science: Transformation as if Planetary Boundaries Mattered." Business & Society 60, no. 1 (2018): 26–56. http://dx.doi.org/10.1177/0007650318816513.

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Earth system science (ESS) has identified worrying trends in the human impact on fundamental planetary systems. In this conceptual article, we discuss the implications of this research for business schools and management education (ME). We argue that ESS findings raise significant concerns about the relationship between business and nature and, consequently, a radical reframing is required to embed economic and social activity within the global sustainability of natural systems. This has transformative implications for ME. To illustrate this reframing, we apply the ESS lenses of social-ecologi

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Potter, Teddie. "Planetary Health: The Next Frontier in Nursing Education." Creative Nursing 25, no. 3 (2019): 201–7. http://dx.doi.org/10.1891/1078-4535.25.3.201.

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Much has been said about the severe health impacts of climate change for individuals and societies. The nursing profession has done significant work educating practicing nurses about climate change (Health Care Without Harm, 2018; Leffers, Smith, Huffling, McDermott-Levy, & Sattler, 2016), promoting policy changes (Leffers & Butterfield, 2018), and leading effective actions and practice changes (Alliance of Nurses for Healthy Environments, 2019). However, climate change is only one symptom of an emerging and potentially catastrophic multisystem failure. Failing to take a systems approa

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Davis, Keith, and Mark Boulet. "Transformations? Skilled Change Agents Influencing Organisational Sustainability Culture." Australian Journal of Environmental Education 32, no. 1 (2016): 109–23. http://dx.doi.org/10.1017/aee.2015.51.

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AbstractTraining employees in sustainability knowledge and skills is considered a vital element in creating a sustainability culture within an organisation. Yet, the particular types of training programs that are effective for this task are still relatively unknown. This case study describes an innovative workplace training program using a ‘head, hands, heart and feet’ learning framework to create skilled change agents among employees, in order to influence organisational sustainability culture. Utilising a dialogic inquiry methodology (Most Significant Change), as well as Mezirow's phases of

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Whiting, Kai, Leonidas Konstantakos, Greg Misiaszek, Edward Simpson, and Luis Carmona. "Education for the Sustainable Global Citizen: What Can We Learn from Stoic Philosophy and Freirean Environmental Pedagogies?" Education Sciences 8, no. 4 (2018): 204. http://dx.doi.org/10.3390/educsci8040204.

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In support of sustainable development, the United Nations (UN) launched its Global Education First Initiative (GEFI) with the aims of accelerating progress towards universal access to education, good quality learning and the fostering of global citizenship. This paper explores how and to what extent Stoic virtue ethics and critical Freirean ecopedagogies can advance the UN’s vision for progressive educational systems with transformative societal effects. We propose an integrated solution that provides ecopedagogical concepts a more robust philosophical foundation whilst also offering Stoicism

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