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Edited by David B. Zandvliet

Research in environmental education (EE) is a growing field of inquiry and should be seen as respondent to a variety of program developments around the world. These diverse programs are the context for this body of educational research. Diversity in EE research is also compounded when one considers the various cultures, epistemologies and research traditions that may inform the field. This complexity accounts for the range of forms for environmental learning in formal, informal or non-formal contexts.
There is a good deal of evidence that, in order to be more responsive to the needs of diverse populations, program developments around the world are now beginning to reflect the variation in our society. However, the same cannot always be said in terms of research methodologies within mainstream environmental education research. Outside of a few examples, there seems to have been very little in the way of development of research genres aimed at understanding, characterizing and supporting cultural diversity within much of mainstream environmental education. Diversity of method may also be important for the overall quality (or health) of environmental education research. To locate many of the new ideas and approaches in this area, one needs to look outside environmental education, towards general educational research, or to other fields such as environmental justice, indigenous education, science education and health education to name only a few examples.
This volume of original research reports from around the globe begins to richly describe aspects of diversity in environmental education research. It does so in two ways: first, it mirrors the diversity of voices and cultures that are conducting research in this ever-broadening and increasingly global and international field of inquiry, second: it illuminates a potential diversity of research methods by highlighting a range of methodologies salient in other fields which have emerging promise for the practice of research in environmental education.

Drawn Toward Transformation

Conversations on Teaching and Learning Drawing

Nadine Kalin

This book examines the transformative potential of collaborative teacher research. Specifically, Kalin shares the perspectives of educators as they investigate the teaching and learning of drawing within their own elementary classrooms and within the context of an action research group. The innovative a/r/tographic design of the project provides a rich balance between the arts and educational research,
as it allows for the complex unfolding of relational transformation, alongside the artistic renditions of each person exploring their understandings of drawing. The products and processes of this book provide alternative approaches for the design of future pre-service and in-service programs that aim to serve teachers as learners rather than teachers as teachers. In this vein, the book offers worthy insights into how the arts and collaborative action research groups assist participants in finding other ways of seeing, imaging, and knowing the world. The book will appeal to practitioners, teacher educators, educational researchers, as well as those interested in professional development, complexity thinking, curriculum studies, collaborative action research, and arts-based educational research methodologies.

Educated Fear and Educated Hope

Dystopia, Utopia and the Plasticity of Humanity

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Marianna Papastephanou

Beyond dominant tendencies to contrast utopia and ideology, the book reconceptualizes utopia and approaches it along with the notion of dystopia. The interplay of utopia and dystopia is examined, some major anti-utopian arguments are refuted and a new utopianism emerges, one that radicalizes critique and makes engagement with present global realities more pressing.
Educated fear, i.e., a critical awareness of dystopian realities, and educated hope, i.e., a critical awareness of the possibility of human perfectibility cohabit a theoretical space that breaks with utopianist modern theoretical underpinnings and becomes historically and spatially more inclusive, while retaining the motivational and justificatory force of ethical imagery. If education is not just an institution of unreflective socialization, if it is about futurity, it has to renegotiate utopian thought. As the interest in utopia is being renewed both in general philosophy and philosophy of education and as dystopia is still neglected, a book that re-defines utopianism and explores for the first time the role of dystopia in radicalizing educational demands for systemic change is indispensable for Utopian Studies, Philosophy and Philosophy of Education academics and students alike.
The title of the book is first transliterated into Utopia, a typeface in which Brazilian artists Angela Detanico and Rafael Lain replace capital letters with the iconic buildings of Brazil´s foremost modernist architect, Oscar Niemeyer, whilst lower-case letters are equated with urban interferences such as fences, skateboarders, CCTV cameras, electricity cables, in short, all those elements that escaped the utopian dream of the architect. To me, it bears associations of the philosophical notion of counterfactuality and of Adorno´s notion of mimesis. The title is then transliterated into Helvetica Concentrated (a digital typeface that concentrates the surface of Helvetica characters in dots which has been created by Detanico and Lain in collaboration with Jiri Skala). The term Helvetica bears the associations of a modernist utopia of success, performativity, prosperity, predictability, rational planning and uniformity.

Educating for Meaningful Lives

Through Existential Spirituality

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Scott Webster

Why are students becoming disengaged from schooling? Many teachers, administrators and designers of policy and curriculum are expressing concern over this issue. Current approaches to schooling are dominated by a perceived need to enable learners to particulate in the knowledge economy. Both knowledge and learning how to learn knowledge have become the primary discourses in schooling - rather than education. School curricula rarely offer any sense of personal significance and for many learners such an approach to the curriculum is meaningless.
Educating for meaningful lives must be a central aim for educative curricula. This book offers curriculum designers and teachers a greater understanding of this relation that education has with living significantly meaningful lives and it does so through the notion of existential spirituality. Spirituality is not to be reduced to something religious but rather pertains to how a life is lived. An existential perspective enables the meaningfulness of life to provide the necessary significance which is required of a curriculum if it is to be understood as offering personal meaning for learners. Approaching the design and teaching of curricula through this perspective of existential spirituality enables learners to live a meaningful life in an uncertain world.

Educational Accountability

Professional Voices From the Field

Edited by Kenneth D. Gariepy, Brenda L. Spencer and J-C Couture

In an age when responses to accountability regimes in education range from hysteria to cynicism, this volume reframes accountability in narratives of collective, participatory responsibility that leave one feeling inspired and ready to act. The authors, all scholar-practitioners speaking from contexts spanning leadership, policy, literacy, indigenous education, and diversity, explore ways to navigate accountability discourses with wisdom, courage and hope.—Tara Fenwick, PhD, Head, Dept. of Educational Studies, University of British Columbia.
In this collection, the preoccupation of educational institutions with accountability is critically examined by writers who work in the field. They consider the impact of accountability regimes on professional practice and the learning agenda, challenge current policies and call for a rethinking of accountability. The skills and knowledge associated with this work is what we should hold schools accountable to. It is, as you see from reading these contributions, time for change.—Stephen Murgatroyd, PhD, Chief Scout, The Innovation Expedition Inc.
About the Book
From their diverse perspectives, nine educational practitioners discuss current educational accountability policies and how these affect students, educators, learning and teaching in a variety of settings, from K-12 schools to post-secondary institutions and government agencies. The authors combine theory, research and their day-to-day experiences to reflect on the challenges posed by realities such as outcomes-based curricula, high-stakes testing, standardized reporting and management by objectives. By examining current accountability initiatives and their effects in relation to core values of public education such as equity, diversity, democracy and opportunity, this book offers educators a range of insights for thinking about and doing education differently.

Educational Enactments in a Globalised World

Intercultural Conversations

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Edited by Kathleen Quinlivan, Ruth Boyask and Baljit Kaur

Acrylic oil, glue stick and layered canvas 1830 x 2075 (Collection of the artist).What does it mean to learn and educate in these social and historical times? This edited collection engages an international group of education thinkers in a series of ongoing intercultural conversations that speak to the challenges and possibilities of engaging with education, difference and diversity in a globalised world.
Shifting across a range of geographical, theoretical, institutional and disciplinary contexts, the contributors identify in their own empirical and theoretical research work examples of localised solutions to the problems of diversity for the practice of education.
These “educational enactments” illustrate the interactions of localised and global level discourses within contexts of educational policy and practice, and allow an exploration of how abstract notions of education are applied through education as a practice and/or subjective experience.
Mindful of the structural limitations imposed by the regime of globalisation, the book explores the challenges and the agentive possibilities of working across cultural and material boundaries, and provides multiple venues in which to transcend the limitations of addressing educational issues through a single lens.
Engaging with both the challenges and the complexities of intercultural conversations in relation to issues of diversity and difference, the book’s contributors recognise that their role as educators compels them to engage with the dilemmas as well as the productive possibilities, of what it means to learn and to educate within such ‘interesting times’.
Cover image: ‘Kiss I: Kiss at the Gate’ by Linda James, 1991. Acrylic oil, glue stick and layered canvas 1830 x 2075 (Collection of the artist).

Effective Learning

A practical guide to improving memory

Chris Dawson

This guide’s main audience will be students in educational settings, including school, further education and university, together with their teachers and lecturers. However, several sections will also be useful to anyone who has some difficulty in remembering everyday things, such as names, telephone numbers and shopping lists.
The guide provides an overview of memory, how it works, and how it can be made to work better. It describes effective approaches for learning new skills, and outlines strategies for remembering unconnected information, such as lists, vocabulary and numbers. A major focus, though, is on strategies which can help with the memory of highly connected information such as storylines, historical plots, scientific concepts, political relationships, and so on.
Accompanying the descriptions of strategies are examples and, at times, some practice material.

Edited by Jinfa Cai, Gabriele Kaiser, Bob Perry and Ngai-Ying Wong

What is effective mathematics teaching? This book represents the first purposeful cross-cultural collection of studies to answer this question from teachers’ perspectives. It focuses particularly on how teachers view effective teaching of mathematics. Teachers’ voices are heard and celebrated throughout the studies reported in this volume. These studies are drawn from many parts of the world representing both Eastern and Western cultural traditions. The editors and authors have deliberately included the views of teachers and educators from different cultural backgrounds, taking into account that beliefs on effective mathematics teaching and its features are highly influenced by one’s own culture.
The book will provide readers and scholars with the stimulus to take the ideas presented and expand on them in ways that help improve mathematics education for children, teachers and researchers in both the East and the West.

Environmental Education in Context

An International Perspective on the Development Environmental Education

Edited by Neil Taylor, Michael Littledyke, Chris Eames and Richard K. Coll

This book presents an international perspective on environmental educational and specifically the influence that context has on this aspect of curriculum. The focus is on environmental education both formal and non formal and the factors that impact upon its effectiveness, particularly in non-Western and non-English-speaking contexts (i.e., outside the UK, USA, Australia, NZ, etc. ). An important feature of the book is that it draws upon the experiences and research from local experts from an extremely diverse cohort across the world (25 countries and 2 regions in total). The book addresses topics such as: the development of environmental education in different countries, its implementation, the influence of political, cultural, societal or religious mores; governmental or ministerial drives; economic or other pressures driving curriculum reform; the influence of external assessment regimes on environmental education, and so on.

Fostering Scientific Habits of Mind

Pedagogical Knowledge and Best Practices in Science Education

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Edited by Issa M. Saleh and Myint Swe Khine

The history of human development records the courageous efforts made by the generation of teacher educators to train the school leaders who are responsible to implement educational policies. They have endured the burden and challenges of the times and refine the pedagogies and education systems with many innovative approaches. As the world faces increasing uncertainties and shift to knowledge economy, education plays a larger role in creating productive persons. Designing and managing learning school organizations that can sustain a competitive advantage in this fast-changing environment demands transformative leaders who would envision building intellectual capital for the future. Many books on teacher education, educational management and leadership exist in the past. But most books do not keep up with the fast-changing educational scene and only a few include future scenarios. This book presents anticipated trends and demands of the new knowledge economy, achieving goals with the use of various tools, generative and collaborative efforts, increasing leadership capability in dynamic and complex contexts, enculturation of cutting edge knowledge for educational advancement and creation of teams that focus learning organizations.
The book brings together prominent and leading teacher educators and researchers from around the world to present their scholarship, theories and practice, case studies, state-of-the- art approaches and future-oriented predictions. This book embodies collective knowledge inquiry and represents professional conversations. The chapters provides information on recent trends and development in teacher education, the important role of educational management and leadership in educational transformations, promising practices for desired outcomes. The book is a critical and specialized resource that describes how transformative leadership can play an important role in achieving excellence in education. The topics are covered in the book are: educational leadership and effective teaching, research in transformational leadership, and professional development and social capital building in schools.