Understanding Sustainability with Pedagogical Practice: A Contribution from Geography Education (Advances in Geographical and Environmental Sciences)

✍ Scribed by Osvaldo Muñiz Solari (editor), Gabriele Schrüfer (editor)

• Publisher: Springer
• Year: 2023
• Tongue: English
• Leaves: 191
• Category: Library

✦ Synopsis

This book shares with an international audience of teachers, scholars, and policymakers the experience of pedagogical practices to facilitate sustainability in the world. Sustainability is seen here as a journey toward the end state of sustainable development. Therefore, the authors contribute different roads to engage teachers and students with pedagogical discourse. Overall, the book demonstrates the value of powerful knowledge through action-oriented learning based on a bottom-up process. Consequently, pedagogical practices are understood as the instructional approaches based on a social constructivist model in which active learning is performed with student-to-student engagement.

Secondary teachers in social sciences and university professors in geography find the study to be a valuable source of stimulation for incorporating new ideas and resolving common problems in their learning and teaching environments. Education policymakers around the world also benefit from the only publication that presents international perspectives on geographical knowledge related to sustainability.

The contributing authors are experienced scientists in the field of geography education who are giving special attention to pedagogical practices that promote new directions toward sustainable thinking.

This book is the first outcome of an international collaboration officially established in 2023 between the Department of Geography and Environmental Studies at Texas State University and the Department of Geography at the University of Bayreuth.

✦ Table of Contents

Preface
Acknowledgments
Contents
Editors and Contributors
Abbreviations
List of Figures
List of Tables
Part I Pedagogic Discourse toward Sustainability
1 Recontextualizing Sustainability: Regulative and Instructional Discourses
1.1 Introduction
1.2 Pedagogical Practices to Facilitate Sustainable Thinking
1.2.1 The Complex Influence of the Regulative Discourse
1.2.2 The Potential Capacity of the Instructional Discourse
1.3 As a Matter of Final Reflection: Recontextualizing the Concept of Sustainability
References
2 Learning Culture, Competencies and Consequences for Sustainability Education
2.1 Introduction
2.2 Complexity as a Characteristic of Global Challenges
2.3 Necessary Competencies
2.4 Consequences for Education
2.4.1 Constructivist-Oriented Teaching and Learning Processes
2.4.2 Transformative Learning
2.4.3 Solution-Oriented Didactics
2.4.4 Lifelong Learning
2.5 Conclusion
References
Part II Uncertainty and Transformative Education for Sustainable Development
3 Dealing with Uncertainty in a Transformative Education for Sustainability
3.1 Introduction
3.2 Facets of Uncertainty Relevant to Teaching and Learning
3.2.1 Uncertain Scientific Knowledge
3.2.2 Uncertainties Regarding Appropriate Paths of Social and Ecological Transformation
3.2.3 Knowledge Uncertainty as an Individualized Experience
3.3 Transformative Education as Productive Uncertainty
3.4 Conclusion
References
4 Education for Sustainable Development in a Culture of Digitality
4.1 Introduction—Sustainability as a Social Media Trend for the Young Generation?
4.2 The Network of Sustainability, Digitalization, and Geography (Education)
4.2.1 Sustainability, Digitalization, and Education
4.2.2 Geography, Sustainability, and Education
4.2.3 Digitalization, Geography, and Education
4.3 Integration: Geography Education for Sustainability in a Culture of Digitality
4.3.1 Citizen Science and Exploring Wildlife with iNaturalist
4.3.2 Analyzing the Attribution of Meaning to Nature on Instagram and Create Alternative Stories with Spatial Citizenship
4.4 Conclusion and Outlook
References
5 School Geography as Radical Global Citizenship Education
5.1 Introduction
5.2 Discourse Analysis, the Populist Left and Radical Democracy
5.3 Key Concepts in Discourse Analysis
5.4 Discourses of Sustainability
5.5 Neoliberal Hegemony
5.6 Counter-Hegemonic or Transformative Discourses
5.7 Radical Global Citizenship Education and Agonistic Pedagogy
5.8 Global Citizenship Education Otherwise
5.9 Further Reading
References
6 Sustainable Contradictions? The Prospects for an Eco-Socialist School Geography
6.1 Introduction
6.2 Towards an Eco-Socialist Approach to School Geography
6.3 Teaching Geography as if the Planet Matters
6.4 Schooling and Capitalism, Again
6.5 What We Produce
6.6 Teaching Geography in the Warming Condition
References
Part III Practicing Sustainability in a Pedagogical Context
7 Bringing Sustainability into the Classroom
7.1 Introduction
7.1.1 The Concept of Sustainability in a Pedagogical Context
7.2 Bringing in Sustainability into the Classroom
7.3 Barriers to Integration of Sustainability Education
7.4 Conclusion
References
8 Subject Matter Knowledge and Sustainability—Implications for Classroom Instruction
8.1 Introduction
8.1.1 EfS as a Discipline or as a School Subject?
8.2 Empowering Learners in EfS
8.2.1 Importance of Pedagogy
8.2.2 Importance of Knowledge and What Is Required
8.3 Teaching EfS: Tying It Altogether Through PCK
8.3.1 Case Examples from Singapore
8.4 Moving forward—Is a Sustainability Degree Necessary?
8.5 Conclusion
References
9 Teaching with Geographical Situations to Practice Sustainability
9.1 Introduction
9.2 Geographical Situations as a Potential Tool for Teaching Geography
9.3 The Geographical Situation to Overcome the Physical-Human Dichotomy and the NHE Division
9.4 Analyzing a Geographical Situation to Understand Sustainability
9.5 Final Considerations: Geographical Situations and Sustainability
References
10 Geography Education for Sustainable Development Through Problem-Based Learning
10.1 Introduction
10.2 Education for Sustainable Development with Global Projections
10.3 Problem-Based Learning in Geography Education
10.3.1 PBL Process
10.3.2 Role of Facilitator and Students in PBL
10.4 Geography PBL to Address ESD
10.4.1 An Example of a PBL Activity to Help Foster Education for Sustainable Development
10.5 Conclusion
References
11 Factors Affecting Geography Pre-service Teachers’ Perception About Education for Sustainable Development
11.1 Introduction
11.2 Background
11.2.1 The Context of Vietnam
11.2.2 Teachers’ Perception on ESD
11.3 Research Method
11.4 Results
11.5 Discussion
11.6 Conclusion
References
12 Geographical Knowledge and (Education for) Sustainable Development in Geography Curricula
12.1 Introduction
12.2 Knowledge, Curricula, and (E)SD
12.3 Case Studies
12.3.1 Romania
12.3.2 Mexico
12.3.3 Germany
12.4 Conclusions and Recommendations
References
13 Preparing Pre-service Teachers for Practicing Sustainable Geographies Through Online Technology Integration
13.1 Introduction
13.2 The Structure of a Pre-Service Geography Teacher Workshop Training in ESD
13.2.1 The Context
13.2.2 A Theoretical Framework for Designing Workshops on Geography and ESD
13.3 Geo-Inquiry Sequence and Results
13.3.1 Ask (Week 1)
13.3.2 Collect (Weeks 1 to 3)
13.3.3 Visualize and Create (Weeks 3 to 5)
13.3.4 N.3.4 Act (Week 6)
13.4 Conclusion
References
14 Practicing Students SDG Strategies Through Fieldwork—Exploring Student Perspectives on Green Urban Planning Models in a Nature Park
14.1 Introduction
14.2 Case Area—The Former Wetland as the Field Site
14.3 Presenting the Course
14.4 Student Cases—Perspectives on SDG Strategies
14.4.1 Environmental Blindness as a Learning Situation
14.4.2 Mapping of Natural and Cultural Representations of the Wetland Among Landowners and Citizens
14.4.3 Understanding the Multi-Scalar Dimensions of SDG
14.5 Concluding Remarks
References
Part IV Final Remarks
15 Opportunities and Challenges in Geography Education to Practice Sustainability Education
15.1 Introduction
15.2 Conditions to Be Met for a Feasible Approach to Sustainability Education
15.3 Opportunities for Accomplishing Sustainability Education
15.3.1 Possibilities for Theoretical Discussions
15.3.2 Ways of Exploration
15.3.3 Implementation of Practices
15.4 Challenges to Overcome Difficulties
15.5 Final Words About Sustainability
References