"Responding to growing interest in the sustainable development goals (SDGs) and global concern over climate change, this volume provides an analysis of how our understanding of the relationship between environment and education has evolved during the past fifty years. Spanning from the 1972 United Nations Conference on the Human Environment through to the present day, chapters examine whether our approach to education about environmental sustainability is enacting effective change."

"This book addresses the growing demand for applied experiences that move students beyond learning into the realm of doing by supporting the development of skills and competencies that align with emerging areas of innovation and work. It considers the urgent need to promote and invest in skills aligned with sustainable development, such as those needed to analyse and mitigate climate change. The authors argue that this challenge provides an opportunity to reimagine the use of experiential learning, connecting students with community-based partners doing the work of sustainable development around the world.

Climate change and climate denial have remained largely off the radar in literacy and social studies education. This book addresses that gap with the design of the Climate Denial Inquiry Model (CDIM) and clear examples of how educators and students can confront two forms of climate denial: science denial and action denial.

As Dominant Western Worldviews (DWWs) proliferate through ongoing structures of globalization, neoliberalism, extractive capitalism, and colonialism, they inevitably marginalize those deemed as 'Other' (Indigenous, Black, Minority Ethnic, non-Western communities and non-human 'Others', including animals, plants, technologies, and energies). To understand the relationships between DWW and situated knowledges and to thread an assemblage of ontological views that exist in unique contexts and nations, authors in this book take up decolonizing methodologies that expand across theories of Indigenous Knowledges (IK), Traditional Ecological Knowledges (TEK), two-eyed seeing, hybridity, and posthumanism.

Education for Sustainable Development in the Caribbean: Pedagogy, Processes and Practices offers a unique perspective on educational approaches to creating a sustainable world. Lorna Down and Therese Ferguson complement their theoretical discussions with practical, "real world" engagements. Case studies and current research ground teaching and learning for sustainability and enable diverse communities of learners, inside and outside of classrooms, to transform their societies.

This volume seeks to broaden current ideas about the role of critical thinking (CT) in biology and environmental education considering educational challenges in the post-truth era.

"This volume looks at the ways in which climate change education relates to broader ideas of justice, equity, and social transformation, and ultimately calls for a rapid response to the need for climate education reform. Highlighting the role of climate change in exacerbating existing societal injustices, this text explores the ethical and social dimensions of climate change education, including identity, agency, and societal structure, and in doing so problematizes climate change education as an equity concern."

Since the start of the Industrial Revolution, human-caused climate change has impacted the globe with the burning of fossil fuels. The debate in classrooms and the political realm should not be whether climate change is happening or how much it places human civilization at risk but over how societies and individuals should respond. This interdisciplinary book offers an in-depth examination of the history of the Earth's climate and how historians and citizens can influence contemporary climate debate and activism.

Apply high-quality project-based learning strategies to create lessons and units that help students solve a variety of urgent environmental problems. Educators looking to bring ES-focused experiences to their students can turn to technology and social-emotional learning (SEL) strategies to connect students with real-world situations and citizen science opportunities, while fostering empathy and a love for the natural world.

Compiled from 67 members of the Ecoart Network, a group of more than 200 internationally established practitioners, Ecoart in Action stands as a field guide that offers practical solutions to critical environmental challenges. Organized into three sections--Activities, Case Studies, and Provocations--each contribution provides models for ecoart practice that are adaptable for use within a variety of classrooms, communities, and contexts.

Epistemic Justice, Mindfulness, and the Environmental Humanities explores how contemplative pedagogies and mindfulness can be used in the classroom to address epistemic and environmental injustice.

Eco-Mathematics Education strives to show how everyone can experience the embedded connection between mathematics and the natural world. The authors' sincere hope is that by doing so, we can radically change the way we come to understand mathematics, as well as humanity's place in the ecosystem. The book hopes to accomplish this by providing in-depth lesson plans and resources for educators and anyone interested in teaching and learning mathematics through an ecological aesthetic perspective.

The Cause and Effect STEM Road Map theme for sixth grade focuses on human impacts on climate. In this module, students in science and mathematics class will investigate aspects of climate change driven by the rise in global temperatures over the past century and develop potential solutions that might address one aspect of human activity that has contributed to global climate change.

Education for Sustainable Development (ESD) lies at the heart of global, regional and national policy agendas, with the goal of achieving socially and environmentally just development through the provision of inclusive, equitable quality education for all. Realising this potential on the African continent, however, calls for radical transformation of policy and practice.