Schooling for sustainable development a focus on Australia, New Zealand, and the Oceanic Region /
"This¡book Schooling for Sustainable Development: A Focus on Australia, New Zealand and the Oceanic Region, is the product of passionate interests of teachers, scholars and researchers located in diverse parts of the Australasian region. Working with their colleagues within local contexts they...
| Other Authors: | Robertson, Margaret, 1948-, SpringerLink (Online service) |
|---|---|
| Format: | eBook |
| Language: | English |
| Published: |
Dordrecht ; New York :
Springer,
©2012.
Dordrecht ; New York : [2012] |
| Physical Description: |
1 online resource (xvii, 221 pages) : color illustrations, color maps. |
| Series: |
Schooling for sustainable development ;
v. 3. |
| Subjects: |
Table of Contents:
- Chapter 1: Introduction and regional overview: Margaret Robertson
- Chapter 2: Sustainability education in classrooms: Developing teacher expertise: Allan Harrison and Ken Purnell.-Chapter 3: Educating for sustainability in New Zealand: Pamela Williams
- Chapter 4: Defining and explaining sustainable development and sustainability: A review of curriculum guides and school texts: Alaric Maude.-Chapter 5: Contradictory practices and geographical imaginaries in the rolling¡out of education for sustainability in Auckland New Zealand secondary schools: Richard Le Heron, Nick Lewis and Amy Harris.-Chapter 6: Fieldwork, schooling, sustainbility: A Tasmanian case: Robbie Johnston
- Chapter 7: Navigating through new terrain: Pre-service teachers' journeys in teaching "sustainability" : Alison Lugg
- Chapter 8: Indigenous perspectives on sustainable development: Children's views from the "top end": Jenni Webber and Margaret Robertson
- Chapter 9: A sustainability agenda in planning education: Trevor Budge and Andrew Butt
- Chapter 10: Earning a living in Papua New Gunea: From subsistence to a cash economy: George N. Curry, Gina Koczberski, Joachim Lummani, Sean Ryan and Veronica Bue
- Chapter 11: Adapting urban environments to climate change: A case study of Melbourne Australia: Nigel Tapper
- Chapter 12: Spatial models as a hub for sustainability education: Exemplifying the transition from producer to user-defined maps in the classroom: Jim Peterson and Margaret Robertson
- Chapter 13: Concluding comments: Margaret Robertson.