Whole School Approaches (WSA) to Sustainability – Principles, Practices and Prospects – Call for Contributions

It is my pleasure to share two calls for contributions in relation to the development of a Whole School Approach (WSA) to Sustainability. The first one relates to an international hybrid conference organized by the Dutch government that will take place in The Netherlands and partially online late March of 2022, the second one relates to an edited Volume on the topic in the Springer SDG4 Series on Quality Education.

  1. Call for exemplary practices of a Whole School Approach to Sustainable Development

The Dutch Ministry of Economic Affairs and Climate Policy have commissioned a report to provide practical examples of how a Whole Institution/ Whole School Approach (WSA) is being used in practice around the world to engage with SDG4 – Quality Education, especially in relation to sustainable development issues as covered by the other SDGs. The reports aim is to highlight different aspects of a WSA  – curriculum development, pedagogical innovation, school management and leadership, school-community relationships, professional development of staff, and the school as a ‘living laboratory’ for experimenting with healthy, equitable, democratic, and ecologically sustainable living – especially how these aspects can be integrated to mutually strengthen each other.

We are particularly interested in so-called critical case-studies that do not only highlight best-practice strategies and success stories, but also share the struggles, set-backs and challenges underneath and ways to overcome them. The report will be published as part of the WSA International Conference happening in The Netherlands on the 30th-31st March.

If you know of such a school (primary, secondary, or vocational) from your country that can be used as an exemplary example of a WSA in action, or want further details, please contact Rosalie Mathie via email. rosalie.mathie@nmbu.no before February 15th so she can still contact people connected to the exemplary case.

2 Call for Abstracts Springer SDG4 Series
Whole School Approaches to Sustainability – Principles, Practices  and Prospects


Ingrid Eikeland, Brigitte Bjønness, Astrid Sinnes and Arjen Wals (Eds)

Schools across the globe are seeking to respond to emerging topics like; climate change, biodiversity loss, healthy food and food security, and global citizenship. They are increasingly encouraged to do so by educational policies that recognize the importance of these topics and by the Sustainable Development Goals (SDGs).

While there is recognition that such topics should not be added on to an already full curriculum, but rather require more systemic and integrated approaches, doing so in practice has proven to be difficult. This edited Volume seeks to engage educators, school leaders, educational policy-makers and scholars of sustainability in education in key principles, critical perspectives, generative processes and tools that can help realize a Whole School Approach to Sustainability. The book will contain three sections:  1) Principles & Perspectives, 2) Critically Reflexive Contextual Case Studies (Early Childhood, Primary, Secondary and Vocational Education) and 3) Synthesis: Challenges and Prospects.

The editors are inviting abstracts (no more than 500 words) of potential chapters. Contributions can be research-based (spanning different genres of research) but can also be more conceptual in the form of critically reflexive essays. Abstracts should indicate a best fit with one of the sections and need to be accompanied with short bios of the author(s) and, if possible, references to prior publications that relate to the topic.

Please send your initial ideas for a contribution or any queries you may have to: ingrid.eikeland@nmbu.no before March 1st. All abstracts will be reviewed by the editors and a selection will be made for further development into a full manuscript to be published by the end of 2022.

Invitational Research Seminar – SUSTAINABILITY EDUCATION RESEARCH  IN TIMES OF CLIMATE CRISIS – Gent, Belgium

I have posted about this seminar before. Originally the seminar was going to take place in March but it has been rescheduled to June 13-16. The deadline for submission has shifted as well to February 15th. This is a unique seminar with some great people in the field of environmental and sustainability participating. Have a look here for the key info. https://www.cdo.ugent.be/news/call-proposals-15th-invitational-seminar-ese-research

T-learning in Times of Transition Towards a Sustainable World – Keynote held for Learning for Sustainability Scotland

I was invited to give the closing keynote of the 2020 Annual General Meeting and Networking of Learning for Sustainability Scotland. The event was held online for the first time on 12th January 2021. More than 150 members gathered to explore the theme Building Forward Better: The role of Learning for Sustainability – What role does Learning for Sustainability play in making the world a better place, and how can we make this a reality? You can find a summary of the event and link to each of the programma elements here: https://learningforsustainabilityscotland.org/2021/01/28/report-from-the-lfs-scotland-jan-dec-2020-agm/

My talk titled ‘T-learning in Times of Transition Towards a Sustainable World’ presented an ultimately hopeful perspective on the role of new forms of learning and more ecological approaches of education in overcoming global systemic dysfunction – outlining some principles, perspectives and sharing international practice. You can see the 40 minute talk introduced generously by Rehema White, here: https://media.ed.ac.uk/media/1_gcmxxtyz The talk is followed up by some responses to questions raised by the participants.

The Case for Transformative Public Education: Responding to Covid-19 now while addressing long-term underlying inequalities

Last Fall a consortium of which I am proud to be a part, along with the Education & Learning Sciences Group of Wageningen University received funding from the UK-government to a so-called GCRF Network Plus on Transforming Education for Sustainable Futures. The network is co-ordinated out of the University of Bristol and includes partners in India, Rwanda, Somalia/Somaliland, South Africa, the United Kingdom and the Netherlands. TESF undertakes collaborative research to Transform Education for Sustainable Futures. We have just released an introductory video (see above) and just released a timely paper:

TESFBriefing

Here is the link to the briefing paper:

The Case for Transformative Public Education: Responding to Covid-19 now while addressing long-term underlying inequalities

This paper addresses the following topics:

  • What is Transformative Public Education
  • Why Transformative Public Education matters to the COVID-19 response
  • Why Transformative Public Education matters for addressing long-term underlying risks to communities
  • Examples of Transformative Public Education responses to COVID-19
  • Suggestions for governments and state welfare actors seeking to work with Transformative Public Education
  • Suggestions for community leaders working with Transformative Public Education
  • Transformative Public Education in times of physical distancing
  • Key readings and resources

On the TESF website you will also find other resources you may find of interest. Have a look here TESF Home Page

This is TESF’s first response to the C-19 situation, and we would like to see it widely distributed, given the timely nature of this topic.  Please do all you can to share it widely across your networks. https://tesf.network/resource/transformative-public-education/

Reconfiguring Environmental Sustainability in Early Childhood: a Post-anthropocentric Approach – Kassahun Weldemariam

KassahunCover

On April 24th my last formal activity for The Faculty of Education at the University of Gothenburg ended with the successful defence & disputation by my PhD student at GU, Kassahun Weldemariam. Kassahun worked for almost 5 years on a study on sustainability in early childhood education from a posthuman perspective. Prof. Karen Malone was his opponent while Dr. Beniamin Knutsson and Dr. Helena Pedersen were co/supervisors. Due to COVID19 the whole defence had to take place via Zoom which worked well but did strip the event from the usual rituals and festivities afterwards.

The purpose of his dissertation of which three chapters were published in peer reviewed journals and one as a book chapter,  was twofold. First, Kassahun explored how the notion of sustainability is conceptualized within early childhood education discourses and how it is manifested in early childhood curricula. Second, the dissertation examined post-anthropocentric possibilities of sustainability within early childhood education.

A major finding of the two studies, relating to the first purpose, is that early childhood education tends to have an anthropocentric bias and over-emphasizes the importance of children’s agency in enhancing their potential to contribute to sustainability. Using this finding as a backdrop, the major finding of the two subsequent studies, relating to the second purpose, is that post-anthropocentric analysis can help to challenge these shortcomings and offer the emergence of a different sustainability ethos. In doing so, sustainability is reconceptualized as a generative concept that opens up possibilities for children to learn-with, become-with and affected by non-humans, i.e. other species and non-human forces. Specific posthuman concepts such as assemblage, distributed agency and becoming-with are used as thinking tools.

Systematic literature review and curricula content analysis were employed as methods for study one and study two respectively. Study three and study four drew ideas from post-qualitative inquiry which employ concepts that allow to experimentally engage with the world and think with/become-with data.

The latter two studies empirically demonstrate emerging possibilities of learning for sustainability with the non-human others/material forces and other species. In the end, the dissertation highlights that post-humanist and new materialist perspectives can provide a post-anthropocentric conceptualisation of sustainability, which paves the way for a more relational ontology, one that could in turn create a pedagogical practice supporting sustainability.

It was a true pleasure working with Kassahun durng the last five years and I am convinced we will be hearing a lot from him in the future. A pdf of his dissertation can be found here>Kassahun Weldemariam_inlaga_med artiklar

Keywords: Sustainability, Anthropocentric, Post-anthropocentric, Assemblage, Subjectivity, Affect, Ontology, Epistemology, Agency, Becoming-With, Distributed Agency, Materiality

‘Social Distance Education’ in Times of COVID19 – a collage of short lectures on education and learning for sustainability

With schools and universities across the globe needing to find ways to share their knowledge without face-to-face interaction with students, many of my colleagues are having to resort to online lecturing. In order to make some of my own knowledge and insights easily available I made a collage of short lectures that are available for not just my own students but to anyone who is interested. Below you can find the links to 8 short introductions.

  1. An Introduction to Environmental Education and Education for Sustainable Development (11 minutes)

 

2. Sustainability as an Attractively Vague Concept – a Competence Perspective (11 minutes)

3. An introduction to Wicked Sustainability Problems (12 minutes)

4. Intro: Transformative Learning in Relation to Sustainability (13 minutes)

5. Introduction to Social Learning and Sustainability – a short interview (4 minutes)

6. Introduction to Systems Thinking and Transitions (7 minutes)

 

7. Earth is Calling – Anybody Answering? How to use a smart phone as a teaching tool in education for sustainable development (21 minutes – note the actual lecture starts at minute 1 after a brief intro).

 

8. Three Strands of Research – a snapshot of research as ‘mining’, as learning and as activism (3 minutes)

9. Some thoughts on SDG 4

Overcoming socio-ecological vulnerability through community-based social learning

LocEnvironment

A new paper was published in the journal Local Environment this month led by one of my recently graduated PhD-students, Daniele Souza. The paper investigates community-based initiatives and collective learning practices in sustainability transition processes. This paper presents the results of a participatory study that investigated a local initiative in the community of Lomba do Pinheiro in south Brazil to examine social learning processes in the context of socio-ecological vulnerability. In this community, a group composed of local residents and members representing the public sector and local educational institutions has promoted several learning-oriented actions aimed at restoring a degraded local watershed and improving residents’ livelihoods.

The study used social learning as a lens through which the initiative enacted by this group may be understood, and analysed how local conditions, determined by a context of vulnerability, have influenced local processes. We applied a multi-dimensional analytical framework that included individual, collective, and territorial dimensions. The analysis focused on the leading group, the individuals who comprise it, and their actions in the territory, while considering local constraints. Our findings highlight the importance of (1) shared values, mutual trust, and affective bonds for group cohesion as well as concerted action, equalisation of diverse languages within the group, knowledge integration, and initiative persistence; (2) a practical-reflexive approach based on a sequence of actions that catalyses group learning and facilitates advancement within the wider community; and (3) the role of inter-sectoral articulations and the establishment of partnerships to support actions.

This paper raises questions about the limits of an exclusively bottom-up approach to solve complex problems in the context of extremely precarious conditions.

The full reference is: Souza Tubino, D., Wals, A.E.J., Jacobi, P. (2019) Learning-based transformations towards sustainability: a relational approach based on Humberto Maturana and Paulo Freire, Environmental Education Research, 25 (x), 1-15.

A link to the journal here!

Sustainability-oriented Ecologies of Learning as a Response to Systemic Global Dysfunction – new book chapter

EcologiesofLearning.pngEcologies for Learning and Practice edited by Ronald Barnett and Andrew Jackson, provides the first systematic account of the ideas of learning ecologies and ecologies of practice and locates the two concepts within the context of our contemporary world. It focuses on how individuals and society are being presented with all manner of learning challenges arising from fluidities and disruptions, which extend across all domains of life. This book examines emerging ways of understanding and living purposively in these new fluidities and provides fresh perspectives on the way we learn and achieve in such dynamic contexts.

Providing an insight into the research of a range of internationally renowned contributors, this book explores diverse topics from the higher education and adult learning worlds. These include:

  • The challenges faced by education systems today
  • The concept of ecologies for learning and practice
  • The role and responsibility of higher education institutions in advancing ecological approaches to learning
  • The different eco-social systems of the world—local and global, economic, cultural, practical, technological, and ethical
  • How adult learners might create and manage their own ecologies for learning and practice in order to sustain themselves and flourish

With its proposals for individual and institutional learning in the 21st century and concerns for our sustainability in a fragile world, Ecologies for Learning and Practice is an essential guide for all who seek to encourage and facilitate learning in a world that is fundamentally ecological in nature.

In the chapter I contributed I argue that the current sustainability crisis demands a radical re-orientation of the way we learn. I consider sustainability to be an emergent property of an ecology of learning that is reflexive purposeful cocktail of actors, perspectives, forms or learning, connections and support mechanisms, driven by an ethical concern for the wellbeing of people and planet both now and in the future. Sustainability-oriented learning then becomes an organic and relational process of continuous framing, reframing, tuning and fine-tuning, disruption and accommodation, and action and reflection, which is guided by a moral compass inspired by an ethic of care. Such learning implies or even demands a certain freedom to explore alternative paths of development and new ways of thinking, valuing and doing.

The chapter introduces sustainability-oriented ecologies of learning as a blended learning space where multiple actors, often having different backgrounds, co-create sustainability organically using a variety of tools, relations, and forms of learning. The concept of whole school or whole institution approaches is introduced as a way to enact such ecologies of learning in a systemic way (see the figure below from the 2016 Global Education Monitor Report published by UNESCO).

Full reference: Wals, A.E.J. (2019) Sustainability-oriented Ecologies of Learning as a response to systemic global dysfunction In: Learning Ecologies: Sightings, possibilities, and emerging practices Ronald Barnett and Norman Jackson (Eds.), London: Taylor & Francis. p. xx-xxx

Here is a link to the book on the publisher’s website!

WSA(2)

An ecology of learning created by a whole school approach to sustainability (source Global Education Monitoring Report, UNESCO, 2016)

Two-minute pitch on the importance of education for sustainability made public again by Wageningen UR’s YouTube Channel

Two minute pitch

Pitch

Recently I have been receiving messages that the short two-minute pitch Wageningen UR recorded a few years ago and which generated quite some interest, could no longer be found or reached when looking for it on the Internet via a browser or on YouTube. Strangely, I had no problem when clicking on the link I had stored in my laptop which is why initially I did not give it much attention until a few weeks ago I received three messages about this in one day. I could not figure out what the problem was but at last someone figured out that the two-minute pitch’s status was changed by the account manager of Wageningen UR’s YouTube channel (or someone with access to the account) from ‘public’  to ‘private’. Hopefully it works again for everybody… you can click on the image or the link above to check.

It appears that the clip is public again and can be used to help advocate the importance of re-orienting teaching and learning towards sustainability, which is needed today even more that 4 years ago when this was taped… Feel free to share or comment!

IF YOU FIND IT IS STILL NOT ACCESSIBLE – SEND ME A MESSAGE IN THE COMMENT BOX!

A Tribute to Tich Pesanayi (07/12/1965 – 16/04/2019)

Today I found out that the world lost a great African Environmental and Sustainability Educator: Dr. Victor Tichaona Pesanayia.

Tich

Tich Pesanayi (07/12/1965 – 16/04/2019)

Tich was a gentle, kind and understanding person with Mandela-like qualities. From the first day I met him in Howick, KwaZulu-Natal,  he impressed and inspired me – he radiated calmness and wisdom and proved to be a masterful facilitator when we worked with a group from the University of Zululand with colleagues from Wageningen at WESSA.He later involved me in his PhD work as one of his supervisors, although my role was modest and I sometimes think I learnt more from him than the other way around. Just days before his passing he managed to attend the graduation ceremony at Rhodes University.

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Tich at his graduation at Rhodes University with his main supervisor and co-learner Heila Lotz-Sisitka

Life is not fair, we know that, but it hurts every time we witness it. I know he was a very religious man with faith – I am sure this provided him a lot of comfort. How wonderful that he was able to attend the gradation ceremony still.

I wish his family and loved ones lots of strength in coping with this tremendous loss. Rest assured though that he touched so many lives and his impact will travel much further still.

Below I am sharing the tribute to him from Mumsie Gumede, the president of the Environmental Education Association of Southern Africa EESA.

“We are immensely saddened by the passing of Dr Victor Tichaona Pesanayi, fondly known in our sector as Tich; a friend, colleague, teacher, scholar, mentor, leader, researcher, prolific writer, visionary activist for environmental education in the sub-region, and our Secretary General.

This comes a week after we celebrated his graduation with a PhD in Education at Rhodes University, South Africa.

Tich made his debut in our organisation, EEASA, and regional sector at large during the times of the POEM – a schools’ environmental policy programme that was run by Environment Africa, Zimbabwe, under the leadership and mentorship of Innocent Hodzonge. Some will recall his EEASA 2004 remarkable presentation which was fully subscribed to the point that Janet Snow, the Treverton Colleges conference organizer had to make additional slots available in the programme. Others will remember him during the thorough research and feedback workshops at EEASA 2006 in Harare when EEASA and the SADC Regional Environmental Education Programme (SADC-REEP) were paving the way for bottom up participation in the 2005-1014 UN Decade on Education for Sustainable Development (UNDESD). The research he did with Prof. Heila Sisitka, Dr Lausanne Olvitt and Mumsie Gumede was subsequently published through Share-Net as a series of written reports. Some UNESCO Commissioners and EE practitioners will remember him for the UNDESD mid-term evaluation research workshops in the SADC sub-region, working with the SADC REEP team and Prof. Overson Chumba, Zambia. He later joined WESSA in Howick to take over the SADC-REEP management baton from Dr Justin Lupele, Mumsie Gumede, Mike Ward and Dr Jim Taylor with amazing fortitude; hitting the ground running, as the programme was just evolving into a different stage.

Tich contributed to EEASA in many ways. He served in the EEASA Council since 2007 and played a strategic role in keeping EEASA, SADC REEP, and SADC EE Networks together. This work was so strategic that he was co-opted into Council a number of times to support specific areas that enhance the regionalization and scaling of (ESD) through EEASA. Whether he was elected, co-opted or merely volunteering as an ordinary member, his contributions were always profound and insightful. In a way, he was the back-bone of the EEASA Council for many years! He researched and wrote articles on EEASA nodes and networks, and introduced a number of people to the Association as he traversed the region, and indeed the globe, representing the sub-regional ESD voice….”multiple voices, diversity of contributing voices, convergence (solidarity) and divergence of voices, and silent voices…”, in conversation with Tich, Feb 2019.

On Thursday, 11 April 2019 Tich graduated with his PhD from Rhodes University to his and his family’s joy. His PhD was not just written in words, it was realized in the lives of the many people he worked with over the course of his study, including a number of young scholars whom he mentored, some of whom were introduced to EEASA such as Keneilwe Mathaba, Phindi Sithole, Chisala Lupele, and Sarah Durr all of whom have much to offer EEASA in future. Tich would have wanted the next generation to take on the task of carrying EEASA forward where he left it off. His mentorship is aptly captured by the Muxombo Youth Group in Alice who are part of the Amanzi for Food training programme:“The work of Mr. Tich lives through us today at eSixekwe location! Sobonana kwelizayo mnumzana.”

Indeed, Tichaona’s contributions to EEASA are deep and strong, eternally captured in his prolific academic writing and book contributions. His PhD is one that can provide leadership for the SADC sub-region for many years to come. This is the citation that was read on his PhD study on Thursday morning at his PhD graduation:

African communities have been disconnected from land, and from traditional agro-ecological practices including seed saving and water harvesting. In this study Tichaona recovers African cultures of agriculture. Working generatively with agricultural colleges and farmers in South Africa and Zimbabwe he re-centres the smallholder farmer in agricultural education and learning systems. His expansive, boundary-crossing learning network approach to transformative learning in agricultural learning systems offers a new model for agricultural education and training in Africa with significant theoretical and practical implications”.

Our hearts go out to his dear wife Amanda, his mother and the broader family. We thank them for sharing this kind giant with us at home and away from home. May they be comforted by the knowledge that it was not in vain as accolades keep coming in for Tich from all over the world.

“…I remember him very well from various meetings and I always enjoyed working together. Warmest condolences”Alexander Leicht, UNESCO, Paris, France.

At SWEDESD we are honored and blessed to have known Dr Victor Tichaona Pesanayi. His passing is a loss for the environment and sustainability community, EEASA, SADC, and the UNESCO Global Action Programme. I cannot say in words what he has done for the sector and those who came to know him. Although we have lost him, his legacy as a model in our professional and personal life – no one can take away….”Dr Shepherd Urenje, SWEDESD, University of Uppsala, Sweden.

Tichaona has left us a beautiful legacy. He has taught many of us how to live a life of kindness, care and always show the greatest generosity of spirit and mind. He will be sadly missed at the ELRC, in EEASA, in SADC and elsewhere”Prof Heila Lotz-Sisitka, Rhodes University

I will miss Tich, a humble and dedicated personality who loved to touch everyone with care. I have always enjoyed working with Tich, and every time he spent a weekend in Windhoek he insisted that we go together to the Seventh Day Adventist Church…..” Dr Alex Kanyimba, University of Namibia, Windhoek, Namibia

Even when his health was failing him, he actively participated in the last EEASA Conference in Zambia with zeal and dedication. He chaired sessions and volunteered to manage some sessions. Tich was a great listener and thoughtful person.”Dr Justin Lupele, Education for Sustainable Development Specialist, Managing Consultant Beehive Associates Limited, Zambia

Much love and honor to a truly great man, a caring friend, a Room 20 study mate, and OUR cherished Comrade in education that translates to sustainability in all practices – in thinking, learning, living and development. He will be missed by many but never will he be forgotten by those who were fortunate enough to have known him”… Dr Presha Ramsarup, Dr Caleb Mandikonza, Dr Dick Kachilonda

Dear Tich, although our words may never tell the full story of the man you were, may we grow with and grow from your legacy – let our appreciation and respect for your contributions be seen in the growth of EEASA and all that you stood for.”

Mumsie Gumede

(EEASA PRESIDENT)

17 April 2019

TichCollage

COMPOSE – A transdisciplinary Masterclass in the Art of being a Researcher in turbulent times of fake news and climate change

Compose

In May I will be part of, what promises to be, and exciting one-day Masterclass in Gothenburg about the art of being a researcher  in turbulent times of fake news and climate change.

Climate scientists regularly emit dire warnings illustrating dangerous changes to the oceans and atmosphere. At the same time there’s a lack of connection between the facts drawn from climate science and the immediate motivations required to drive active prioritisation of climate action

This gap between fact and action is possibly most staggering at universities. As their academics publish one distressing fact after, universities largely continue with business as usual. This is arguably because climate science primarily originates from epistemologies that prioritise measurability and predictability of climate change rather than interpretative, subjective approaches that deal with people’s perceptions of change and their ability to respond. From a positivist position, scientists are expected to separate themselves from their subject. In the case of climate change, where the researcher is inherently part of the social and climatological system that they are researching, such assumed separation and exemption of action is proving to become fatal.

We invite academics of all stripes and disciplines to reinvent the role of the researcher to be reliable authors of facts, as well as pioneers in acting upon those facts. We will explore what it means to be impacted by and embedded in our research whilst retaining a degree of scientific distance and composure. How can we be a researcher/scientist, as well as a parent, community member and essentially human living in these increasingly complex and confusing times? What are the unique attributes that a researcher brings to this matter and what (new) epistemologies fit this reimagined position?

Hosted by former Carl Bennet Guest Professor in Education for Sustainable Development Arjen Wals and his international colleagues, the day aims to radically shift our perspectives and research practice. The session will draw from the results of the international research project Imaginative Disruptions, funded by The Seed Box.

The Masterclass is free and lunch will be provided, but places are limited and must be booked in advance here. We will take bookings until the 23rd of May.

For more information please contact Åse Bjurström on ase.bjurstrom@gu.se

In collaboration with the University of Gothenburg

Environmental and sustainability education in the Benelux countries: research, policy and practices at the intersection of education and societal transformation

The journal Environmental Education Research recently published its third regional special issue covering trends and research in environmental and sustainability education in the BeNeLux countries. Together with Katrien van Poeck (UofGhent, Belgium) and Katrien van Poeck (UofLuxembourg, Luxembourg, I was a co-editor. Earlier regional special issues focussed on the Nordic countries (Scandinavia) and on Germany. Here you find a link to the introductory paper we wrote: BeNeLux Special Issue and here is a link to the Special Issue itself: Routledge Link to SI

Below some more information.

SIBeneLux

Table of Contents

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ToC_2

ToC_4

Act Now for Environmental Education – A renewed global pledge for strengthening education and learning for a more sustainable world

GlobalActionThe Global Environmental Education Partnership (website) has created a pledge for reinvigorating Environmental Education world-wide in light of urgent sustainability challenges. In the pledge the global environmental education community is asked to work toward three visionary goals:

Every nation has an environmentally informed, empowered, and active populace and         
   workforce.
The leadership of every government, business, NGO, and educational institution uses
    environmental education to achieve environmentally sustainable outcomes.
Every educational institution incorporates environmental literacy into its mission, goals,
   and activities.
A tall order? Yes. But goals should be tall to keep them in sight as we advance step-by-incremental-step towards attaining them.

pledge letter  can be found here. By signing it you are endorsing these long-term goals and committing to do your part to achieve them. This website highlights 10 suggested areas for action. Hundreds of educators around the world have vetted these actions and helped outline key areas of focus for the field. Over time, GEEP will provide resources and support, including ongoing campaigns and activities, to help inspire action to move our collective agenda forward. By signing the pledge, you can stay connected to this global network.

Groundbreaking Network ENSI hands over the baton with a great collection to accelerate sustainability in schools

ENSIBook

Last week a wonderful collection of contributions recognizing the work of the Environment and School Initiatives network (ENSI) became available as a free online open-access pdf. In 32 chapters people who have played a role in the network reflect on history, trends and prospects of education engaging with sustainable development in a meaningful way. Below a part of the introduction by one of the editors and driver of ENSI Christine Affolter. Here you find the link to the book.ENSI Final Book

ENSI – 30 Yearof Engagement for Educatioand School Development

by Christine Affolter

ENSI has been an independent, self-managed network of experts drawn from the fields of Environmental Education (EE) and Education for Sustainable Development (ESD) and financed by member countries and individual members. During the life time of the organisation ENSI often anticipated upcoming themes and new demands and through analyses, reflection, and participative debates drew up an annual working programme to meet these needs.

Often ENSI was the forerunner of themes and developments and as a result its work had a significant impact on schools in Europe, Asia and Australia through curriculum development, teacher education, and quality indicators. But having the favourable status of a self-managed network also involved a permanent challenge to find appropriate financing and over three decades ENSI had to find a balance between the professional quality of its work and the available funding resources.

Thanks to the commitment of the ENSI experts the network gained a high international reputation. Initially ENSI was founded by OECD/CERI in 1986 and aimed to respond to two related triggers (Elliott, 2018):

The increasing pressure from ‘grassroot-groups’ concerned about the impact of economically driven developments on the environment that were asking for school programmes to support students and teachers in the development of new competences such as critical thinking, dealing with complexity, and reflectivity.

Governments and schools that had to deal with the educational implications of the increasing social complexity resulting from rapid economic and social change. Schools needed to find answers in their local environment realising that centralized curricula couldn’t completely fulfil the needs of the local communities.


The chapter I wrote (see below) can be found here: Wals_Lessons_from_the_ENSI_Network-split-merge (1).

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Grassroots to Global Broader Impacts of Civic Ecology

GrassrootsToGlobal

Together with my former PhD-student, friend and colleague in the T-Learning project (www.transgressivelearning.org)  Martha Chaves I co-authored a chapter on the Nature of Transformative Learning for Social-Ecological Sustainability for this new book edited by Cornell University colleague Marianne Krasny. The vignette from the publisher’s webpage featuring the book states:

Addressing participatory, transdisciplinary approaches to local stewardship of the environment, Grassroots to Global features scholars and stewards exploring the broad impacts of civic engagement with the environment.

Chapters focus on questions that include: How might faith-based institutions in Chicago expand the work of church-community gardens? How do volunteer “nature cleaners” in Tehran attempt to change Iranian social norms? How does an international community in Baltimore engage local people in nature restoration while fostering social equity? How does a child in an impoverished coal mining region become a local and national leader in abandoned mine restoration? And can a loose coalition that transforms blighted areas in Indian cities into pocket parks become a social movement? From the findings of the authors’ diverse case studies, editor Marianne Krasny provides a way to help readers understand the greater implications of civic ecology practices through the lens of multiple disciplines.

Contributors:
Aniruddha Abhyankar, Martha Chaves, Louise Chawla, Dennis Chestnut, Nancy Chikaraishi, Zahra Golshani, Lance Gunderson, Keith E. Hedges, Robert E. Hughes, Rebecca Jordan, Karim-Aly Kassam, Laurel Kearns, Marianne E. Krasny, Veronica Kyle, David Maddox, Mila Kellen Marshall, Elizabeth Whiting Pierce, Rosalba Lopez Ramirez, Michael Sarbanes, Philip Silva, Traci Sooter, Erika S. Svendsen, Keith G. Tidball, Arjen E. J. Wals, Rebecca Salminen Witt, Jill Wrigley

Here’s a link to Grassroots to Local