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.

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