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Beginning Scottish geography teachers' perceptions of education for sustainable development

Munro, R.K. and Reid, Ashley (2009) Beginning Scottish geography teachers' perceptions of education for sustainable development. In: Developing Critical Perspectives on Education for Sustainable Development / Global Citizenship in Initial Teacher Education. UK Teacher Education Education Sustainable Development/Global Citizenship (UK TE ESD/GC), pp. 57-72. ISBN 978-0-946786-56-5

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Abstract

At the start of the 21st century the global pace of change and challenge continues unabated (Cullingford and Gunn, 2005). Increasingly individuals need to be equipped with the skills to manage and navigate uncertain futures (Irving, 1999). The Scottish Government's [SG] ambitions are high: Our aim is that by 2014 people in Scotland will have developed the knowledge, understanding, skills and values to live more sustainable lives (Scottish Executive [SE], 2006). Cobb, Darling-Hammond and Murangi (1995) cited in Cobb (1999) refer to the pivotal role that education plays in relation to national development. Renewed government support for Education for Sustainable Development [ESD] has been evident in recent curriculum reform - The Executive will ensure that the new Curriculum for Excellence [CfE] integrates education for sustainable development across subject areas (Sustainable Development Education Liaison Group, 22-23rd August 2006). Few would query the importance and relevance of ESD, however, school approaches remain piece-meal and unco-ordinated (Sustainable Development Education Liaison Group [SDLG], 2006).

Item type: Book Section
ID code: 26229
Keywords: education, sustainable development, geography teaching, Geography (General), Education (General)
Subjects: Geography. Anthropology. Recreation > Geography (General)
Education > Education (General)
Department: Faculty of Education > Curricular Studies
Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
Depositing user: Miss Laura Do Nascimento
Date Deposited: 26 Jul 2010 15:01
Last modified: 18 Jun 2015 05:11
URI: http://strathprints.strath.ac.uk/id/eprint/26229

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