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Chapter 11 Ecology-Based Curriculum Design for Transformative Times

Abstract

This chapter describes the innovative, context-responsive approach to integrated, ecology-based curriculum design used by the author with a sustainability-focused pre-K–12 school in Guatemala. A participatory methodology was implemented to aggregate and democratically reflect the viewpoints of multiple stakeholders – including students, teachers, and families directly involved in the school, as well as actors in environmental regeneration and conservation-driven change in Guatemala, a national environmental education policy, and the UN Sustainable Development Goals. The result is a leading example of teacher-empowered, ecology-based curriculum that responds to the local context of the school and is therefore inherently more sustainable.

The lessons learned from this unique experience can inform impending education projects that engage a similar form of research-design-implementation-feedback-adaptation feedback loop of community-informed, context-responsive engagement. The chapter elaborates on the importance of local experiences, and on the need for increased knowledge-sharing and connection across regional ground-level contexts as well as vertically between practitioners of local implementation of teaching and learning for sustainability and their political and academic counterparts.

Open Access
In: Curriculum and Learning for Climate Action