Education Studies, Education Studies (Early Childhood)
ES2218
Semester 1 2011/12, Thursday 10:00-12:00, TAB 213
Simon Boxley
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Last updated 01.12.11.
Introduction
The aims and learning outcomes are the same as for all second level modules:
1. Show engagement with primary sources
2. Show a knowledge of theoretical perspectives and/or works
3. Show an understanding of abstract concepts within theoretical perspectives
4. Show an ability to work with theorists and their concepts in various forms of assessment as appropriate.
The relationship between education and ecology is complex and occurs on a number of levels. In the various weeks of this module we are alternating somewhat between these levels of understanding in order to emphasize their interrelated or interpenetrative nature.
· the practical, or technical level, the kind of thing which often gets called ‘education for sustainability’ and involves gaining knowledge of alternative technologies, permaculture, energetics, TEK, etc. I don’t pretend to have much expertise in these areas – perhaps you do – but, although, clearly, these are areas of understanding which would be very important for members of any ecologically sustainable society, in themselves they need not develop in people a felt need to act differently in relation to the planet. However, the impetus to break with ‘modern’ western ways of knowing and to become motivated to acquire this knowledge may follow a belief in change at the economic or political, or ethical or ontological level;
· political and economic level, which is inevitably intertwined with the former and the latter, and will be connected with the affective – one’s feeling’s towards the planet and other humans as well as one’s ‘technical’ knowledge; education at this level must implicitly or explicitly make these connections
· the ethical level. Environmental ethics are informed by an understanding of the relationships between different forms of life, and by questions over biocentrism or anthropocentrism. These will turn upon the most fundamental level of all
· the ontological/cosmological level. Here we are dealing with the most basic assumptions we all make about what life and reality consist in. These fundamental understandings have changed dramatically over the last couple of hundred years – mankind’s unique place in the universe has been questioned and our divine origins overthrown.
Some themes which will run through this module are:
· ‘the primitive’. You will remember that Rousseau raised the question of humanity in a ‘state of nature’. We will explore whether this concept is useful to tackling how we might go about transforming our current destructive relationship with nature.
· consumption, production and desire. These fundamental facets of human life will need to be reexamined in the light of the possibility of education’s role in challenging the cornerstones of our lifestyle, and will also be regarded as both an effect of and/or reason for educational practice.
· Interrelatedness. This is perhaps a rather obvious theme for a module aiming to tackle ecology and education. However, we will aim to consider the question of the interrelatedness of individuals/things at both a societal and ontological level, and to see how thinkers propose to teach us to reconceptualise the world in a more fundamentally integrated way.
If you want to get a feel for the field in general, you could do a lot worse than perusing this easily readable essay by Richard Kahn – it gives you a very general outline of some of the major figures in the field, and a potted history of “environmental education” over the last thirty five years.:
http://richardkahn.org/writings/ecopedagogy/towardsecopedagogy.pdf
Assignments
Assessment is split 50/50 between the two essays.
· Drawing on theorists considered in this module, contrast two positions on the relationships between humans and the environment.
50%. 1750-2000 words, to be submitted week 7, Thursday 10th November.
Note, the title of this essay does not refer to the educational aspects of the theorists’ work. If you chose to focus of theorists whose primary concerns are educational, such as Orr or Illich, you need to present them in such a way that you avoid the possibility of reproducing the same points in the second essay. I will give more guidance on this when I introduce this assignment.
· Explain the views of theorists covered in the module on how education might tackle, fail to tackle or worsen the environmental crisis
50% 2000-2250 words, to be submitted week 12, Thursday December 15th .
Seminar Schedule
1 |
Can we save the planet? A question of education?
Essential reading:-
Hillman, M. (2004) How We Can Save the Planet, London: Penguin. Pp, 6-26 Orr, D. (2004) Earth in Mind: On Education, Environment and the Human Prospect, London: Island Press. Pp. 7-15
Further reading:-
Lynas, M (2008) Six Degrees: Our Future on a Hotter Planet, London: Harper Perennial Monbiot, G. (2006) Heat : how to stop the planet burning, London : Allen Lane
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2 |
Essential reading:-
Orr, D. (2004) Earth in Mind: On Education, Environment and the Human Prospect, London: Island Press. Pp. 16-34
Further reading:-
Leopold, A. (1968) A Sand County Almanac with Sketches Here and There, London : Oxford University Press |
3 |
From deschooling to decivilizing: the turn to the primitive.
Essential reading:-
Illich, I. (1996) Deschooling Society, London: Marion Boyars. See lecture notes for selected quotes. Zerzan, J. (2002) Running on Emptiness: The Pathology of Civilization, Los Angeles: Feral House. Pp. 1-16
Further reading:-
Rousseau, J. (1974) ‘Discourse on the Origin and Foundations of Inequality among Men’ in Rousseau, J., The Discourses and the Social Contract, London: Everyman.
Deschooling: Illich, I. (1973) ‘The Deschooled Society’ in Buckman, P. (Ed.) Education Without Schools, London: Souvenir Press Illich, I. & Verne, E.(1976) Imprisoned in the Global Classroom, London: Readers and Writers Publishing Co-operative Kahn, R & Kellner, D. (2007) ‘Paulo Freire and Ivan Illich: technology, politics and the reconstruction of education’, Policy Futures in Education, 5(4), pp. 431-448
Decivilizing: Aatola, E. (2010) ‘Deep Ecology and Primitivism’ in Franks B. & Wilson, M. (Eds.) Anarchism and Moral Philosophy, Basingstoke: Palgrave Macmillan Black, B. (1992) ‘Primitive Affluence: A Postscript to Sahlins’ in Black B., Friendly Fire, New York: Autonomedia Zerzan, J (1999) Elements of Refusal, Columbia, Mo.: Paleo Editions Zerzan, J. (Ed.) (2005) Against Civilization: Readings and Reflections, Los Angeles: Feral House Zerzan, J. (2008) Twilight of the Machines, Los Angeles: Feral House
See also: http://www.primitivism.com/
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4 |
Essential reading:-
Darwin, C. (2004) The Descent of Man, London: Penguin. Pp. 675-89
Further reading:-
Mayr, E. (1993) One long argument : Charles Darwin and the genesis of modern evolutionary thought, London: Penguin Books
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5 |
Man and Nature after Marx & Engels
Essential reading:-
Marx, K. (1990) Capital, Volume One, London: Penguin. Pp. 285-6 Engels, F. (1987) ‘The Part Played by Labour in the Transition from Ape to Man’ in Marx, K. & Engels, F., Complete Works, Volume 25, London: Lawrence & Wishart
Further reading:-
Bellamy Foster, J. (2000a) Marx’s Ecology: materialism and nature, New York: Monthly Review Press Bellamy Foster, J. (2000b) ‘Marx's Ecological Value Analysis’ in Monthly Review, 52 (4), http://www.monthlyreview.org/900jbf.htm, accessed, 8/12/05 Benton, T. (1996) ‘Engels and the Politics of Nature’ in Arthur, C. (Ed.) Engels Today: A Centenary Appreciation, Basingstoke: MacMillan Gould, S. (1991) Ever Since Darwin: Reflections in Natural History, London: Penguin Books. Pp. 207-213 Stoczkowski, W. (2002) Explaining Human Origins: Myth, Imagination, Conjecture, Cambridge: Cambridge University Press
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6 |
The unitary world, deep ecology & the pedagogical project of Freya Mathews: the Ecological Self
Essential reading:-
Mathews, F. (1991) The Ecological Self, London: Routledge. Pp. 11-13, 50-59, p.68, pp 140-141, p.145, p. 155
Further reading:-
Graves, J. (1971) The Conceptual Foundations of Contemporary Relativity Theory, Cambridge, MA: MIT Press Mathews, F. (2003) For Love of Matter: A Contemporary Panpsychism, New York: State University of New York Press Mathews, F. (2005) Reinhabiting Reality: Towards a Recovery of Culture , New York: State University of New York Press
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7 |
Michael Bonnett: retrieving nature Essential reading:-
Bonnett, M. (2004) Retreiving Nature: Education for a Post-Humanist Age, Oxford; Blackwell, 128-149
Further reading:-
Bonnett, M. (2007) ‘Environmental Education and the Issue of Nature’, Journal of Curriculum Studies, 39 (6) 707-721
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8 |
Krishnamurti on education and nature
Essential reading:-
Krishnamurti, J. (1955) Education & the Significance of Life, London: Victor Gollancz Ltd. Chapter 1, pp. 9-16 Krishnamurti, J. (1974) Krishnamurti on Education, New Delhi: Orient Longman, pp. 11-17
Further reading:-
De Silva, P. (2007) Explorers of inner space: the Buddha, Krishnamurti and Kierkegaard, Ratmalana: Sarvodaya Vishva Lekha Krishnamurti, J. (1963) The Life Ahead, London: Victor Gollancz Krishnamurti, J. (1987) Krishnamurti to Himself: His Last Journal, London: Victor Gollancz Krishnamurti, J. (1992) On Nature and the Environment London: Victor Gollancz Krishnamurti, J. (2000) To Be Human, Boston MA: Shambhala Publications Inc., 2000. Krishnamurti, J. (2003) Beginnings of Learning, London: Phoenix Krishnamurti, J. (2006) The whole movement of life is learning: J. Krishnamurti's letters to his schools, Bramdean: Krishnamurti Foundation Trust Martin, R. (2003) On Krishnamurti, London : Wadsworth Thapan, M. (2001) ‘J. Krishnamurti (1895-1986)’ in Prospects: the quarterly review of comparative education, 31 (2), 273-286
The Journal of Krishnamurti Schools is available online. This link will take you to a list of articles with a specific focus on ‘Nature’: http://www.journal.kfionline.org/allarticles.asp?category=Nature This session will be followed by an offsite trip to Inwoods and Brockwood Krishnamurti schools. The likely date for this trip is Wednesday November 23rd, following your ES2301 lecture.
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9 |
Ecomarxism & critical ecopedagogy Essential reading:- Mclaren, P. & Houston, D. (2005) ‘Revolutionary Ecologies: Ecosocialism and Critical Pedagogy’ in McLaren, P. Capitalists & Conquerors: A Critical pedagogy against Empire, Oxford: Rowman & Littlefield
Further reading:-
Bullard, R. (2005) ‘Environmental Justice in the Twenty-first Century’ in Bullard, R. (Ed.) The Quest For Environmental Justice: Human Rights and the Politics of Pollution, San Francisco: Sierra Club Books Engel-DiMauro, S. (2008) ‘Beyond the Bowers-McLaren Debate: The Importance of Studying the Rest of Nature in Forming Alternative Curricula’, Capitalism Nature Socialism, 19 (2) 88-95 Figuera, R. (2002) ‘Teaching for Transformation: Lessons from Environmental Justice’ in Adamson, J., Evans, M., & Stein, R. (Eds.) The Environmental Justice Reader: Politics, Poetics & Pedagogy, Tucson, AZ: The University of Arizona Press Freire, P. (2004) Pedagogy of the Heart, New York: Continuum. (Esp. pp. 32-5) Gadotti, M. (2003) Pedagogy of the Earth and Culture of Sustainability, paper presented at the international conference ‘Lifelong Citizenship Learning, Participatory democracy and Social Change’, Toronto, 17-19 October, 2003 Kahn, R. (2003a) ‘Towards Ecopedagogy: Weaving a Broad-based Pedagogy of Liberation for Animals, Nature, and the Oppressed People of the Earth’, Animal Liberation Philosophy and Policy Journal, 1 (1), http://www.cala-online.org/Journal/Issue_1/Towards%20Ecopedagogy.htm Kahn, R. (2003b) “Paulo Freire and Eco-Justice: Updating Pedagogy of the Oppressed for the Age of Ecological Calamity”, Freire Online, A Journal of the Paulo Freire Institute/UCLA, 1 (1) http://www.paulofreireinstitute.org/freireonline/volume1/1kahn1.html Kahn, R. (2005) ‘From Herbert Marcuse to the Earth Liberation Front: Considerations for Revolutionary Ecopedagogy’, Green Theory and Praxis: A Journal of Ecological Politics, 1, http://greentheoryandpraxis.csufresno.edu/pdfs/kahn.pdf Kahn, R. (2010) Critical Pedagogy, Ecoliteracy, & Planetary Crisis, New York: Peter Lang Mclaren, P. & Houston, D. (2005) ‘Response to Bowers. The ‘Nature’ of Political Amnesia: A Response to C.A. ‘Chet’ Bowers’, Educational Studies: A Journal of the American Education Studies Association, 37 (2) pp 196-206 |
10 |
Essential reading:-
Callenbach, E. (2004) Ecotopia (30th Anniversary Edition), Berkeley, CA: Banyan Tree Books
Further reading:-
Buhle, P. (2001) ‘Ecotopia’, Capitalism, Nature, Socialism, 12 (3) 149-155 Callenbach, E (2004) Ecotopia Emerging, Berkeley, CA: Banyan Tree Books Callenbach, E. (2006) ‘Ecotopia in Japan?’, Communities, 132 , pp. 42-49 De Guis, M. (1999) Ecological Utopias: Envisioning the Sustainable Society, Amsterdam: International Books Frye, R. (1980) ‘The Economics of Ecotopia’, Alternative Futures, 3, pp.71-81 Hartzell, H. (1987) Birth of a cooperative : Hoedads, Inc., a worker owned forest labor co-op, Eugene, OR : Hulogos'i Jameson, F. (2005) Archaeologies of the Future: The Desire Called Utopia and Other Science Fictions, London: Verso. Pepper, D. (2005) ‘Utopianism and Environmentalism’, Environmental Politics, 14 (1) 3-22 Tchachler, H. (1984) ‘Despotic Reason in Arcadia? Ernest Callenbach’s Ecological Utopias’, Science-Fiction Studies, 11, pp. 304-317
Educational Utopianism Coté, M., Day, R., dePeuter, G. (Eds.)(2007) Utopian Pedagogy: Radical Experiments against Global Neoliberal Education, Toronto: University of Toronto Press Peters, M & Freeman-Moir, J. (Eds.)(2006) Edutopias: New Utopian Thinking in Education, Rotterdam: Sense Publishers
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11 |
Review Essential reading:-
There will be no essential reading for this session. We will discuss the essay, due in week 12, and review the trip as well as some of the texts studied in the module.
Further reading:-
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12 |
Essay preparation
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Additional Bibliography
Adamson, J., Evans, M., & Stein, R. (Eds.) (2002) The Environmental Justice Reader: Politics, Poetics & Pedagogy, Tucson, AZ: The University of Arizona Press
Agyeman, J., Bullard, R. & Evans, B. (2003) Just Sustainabilities: Development in an Unequal World, London: Earthscan Publications
Angus, I. (Ed.) (2009) The global fight for climate justice: anticapitalist responses to global warming and environmental destruction, London : Resistance Books
Archer, D. (2008) The Long Thaw: How Humans Are Changing the Next 100,000 Years of Earth's Climate , Princeton, NJ: Princeton University Press
Bensaïd, D. (2002) ‘The Torment of Matter (Contribution to the Critique of Political Ecology)’ in Bensaïd, D, Marx for Our Times: Adventures and Misadventures of a Critique, London: Verso
Benton, T. (ed) (1996) The Greening of Marxism, London: The Guilford Press
Bonnett, M. (2002) ‘Education for Sustainability as a Frame of Mind’, Environmental Education Research, 8 (1) pp. 9-20
Bookchin, M. (1994) Philosophy of Social Ecology: Essays on Dialectical Naturalism, Toronto: Black Rose Books
Bookchin, M. (1997) The Murray Bookchin Reader, London: Cassell
Bowers, C. (2001) Educating for Eco-justice and Community, London : University of Georgia Press
Bowers, C. (2002) ‘Towards an Eco-Justice Pedagogy’, Environmental Education Research, 8 (1) pp. 21-34
Bowers, C. (2003), Mindful Conservatism: Rethinking the Ideological and Educational Basis of an Ecologically Sustainable Future, Oxford: Rowman & Littlefield Publishers
Bowers, C. & Apffel-Marglin, F. (Eds.)(2005) Rethinking Freire: Globalization and the Environmental Crisis, Mahwah, NJ: Lawrence Erlbaum Associates
Braun, B. & Castree, N. (Eds.) Remaking Reality: Nature at the Millennium, London: Routledge
Bullard, R. (Ed.) (2005) The Quest For Environmental Justice: Human Rights and the Politics of Pollution, San Francisco: Sierra Club Books
Capra, F. (1997) The Web of Life: A New Synthesis of Mind and Matter, London: Flamingo
Cartea, P. (2005) ‘In Praise of Environmental Education’, Policy Futures in Education, 3 (3), pp. 284-295
Caudwell, C. (1986) ‘Heredity & Development: A Study of Bourgeois Biology’ in Scenes and Actions: Unpublished Manuscripts, London: Routledge & Kegan Paul
Center for Critical Education (2007) Radical Teacher: Environmental Education, 78
Clover, D. (2002) ‘Traversing the gap; conscientización, educative-activism in environmental adult education’, , Environmental Education Research, 8 (3) pp. 315-323
Darwin, C. (1979) The Origin of Species, New York : Gramercy Books
Dunbar, R. (2004) The Human Story, London: Faber and Faber
Finlayson, C. (2004) Neanderthals and Modern Humans: An Ecological and Evolutionary Perspective, Cambridge: Cambridge University Press
Foster, J. (2001) ‘Education as Sustainability’, Environmental Education Research, 7 (2), pp.153-165
Freire, P. (2004) Pedagogy of Indignation, London: Paradigm
Gómez, J. (2005) ‘In the name of Environmental Education: words and things in the complex territory of education-environment-development relation’, Policy Futures in Education, 3 (3), pp. 260-270
González-Gaudiano, E. (2005) ‘Education for Sustainable development: configuration and meaning’, Policy Futures in Education, 3 (3), pp. 243-250
Gorz, A. (1994) Capitalism, Socialism, Ecology, London: Verso
Hughes, L. (2003) The No-Nonsense Guide to Indigenous Peoples, Oxford: New Internationalist Publications
Haeckel, E. (1992) The Riddle of the Universe, Amhurst, NY: Prometheus Books
Jensen, D. (2004) Walking on Water: Reading, Writing and Revolution, White River Junctiom, VT: Chelsea Green Publishing
Jickling, B. (2005) ‘Sustainable Development in a Globalizing World: a few cautions’, Policy Futures in Education, 3 (3), pp. 251-259
Jucker, R. (2002) Our Common Illiteracy: Education as if the Earth and People Mattered , Frankfurt am Main : Peter Lang
Jucker, R. (2005) ‘Between Stewardship and Simplicity: Parameters for Sustainable Communities’, The EcoJustice Review, 1, http://www.ecojusticeeducation.org/EJRset.html
Kelly, J. & Malone, S. (Eds.) (2006) Ecosocialism or barbarism, London : Socialist Resistance
Kovel, J. (2002) The Enemy of Nature: the End of Capitalism or the End of the World? London: Zed Books Ltd.
Latour, B. (2004) Politics of Nature, London: Harvard University Press
Light, A. (2004) ‘Marcuse’s Deep-Social Ecology and the future of Utopian Environmentalism’ in Abromeit, J. & Cobb, M. (Eds.) Herbert Marcuse: A Critical Reader, London: Routledge
Lovelock, J. (1979) Gaia: A New Look at Life on Earth, Oxford: Oxford University Press
Lovelock, J. (2009) The Vanishing Face of Gaia: A Final Warning London: Allen Lane
Luke, T. (2004) ‘Marcuse’s Ecological Critique and the American Environmental Movement’ in Abromeit, J. & Cobb, M. (Eds.) Herbert Marcuse: A Critical Reader, London: Routledge
Maitent, P. (2002) ‘Mind the gap: summary of research exploring ‘inner’ influences on pro-sustainability learning and behaviour’, Environmental Education Research, 8 (3) pp.299-306
MacAuley, D. (1996) Minding nature : the philosophers of ecology, London : Guilford Press
Maniates, M. (2003) Encountering Global Environmental Politics: Teaching, Learning, and Empowering Knowledge, Oxford: Rowman & Littlefield Publishers
Marx, K. (1992) Early Writings, London: Penguin Classics
Merchant, C. (1992) Radical Ecology: The Search for a Liveable World, London: Routledge
Morris, W. (1984) Political Writings, London: Lawrence & Wishart
Næss, A. (2008) The Ecology of Wisdom: Writings by Arne Næss, Washington, D.C. : Counterpoint
Nocella, A. (2006) Igniting a Revolution: Voices in Defense of Mother Earth, London: AK Press
O’Connor, J. (1998) Natural Causes: Essays in Ecological Marxism, London: The Guilford Press
O’Sullivan, E. & Taylor, M. (Eds.) (2004) Learning Towards an Ecological Consciousness: Selected Transformative Practices, New York: Palgrave Macmillan
Panter-Brick, C., Layton, R. & Rowley-Conwy, P. (2001) Hunter-gatherers : An Interdisciplinary Perspective, Cambridge: Cambridge University Press
Permanent Revolution (2008) Climate change: a question of power London: PR Publications
Peters, M. (2005) ‘Environmental Education and Education for Sustainable development’, Policy Futures in Education, 3 (3), pp.239-242
Polanyi, K. (2002) Great Transformation, Beacon Press
Postma, D. (2002) ‘Taking the Future Seriously: On the Inadequacies of the Framework of Liberalism for Environmental Education’, Journal of Philosophy of Education, 36 (1), pp.41-56
Prakesh, M. & Stuchul, D. (2005) ‘McEducation marginalized: Multiverse of Learning-Living in Grassroots Commons’, Educational Studies: A Journal of the American Education Studies Association, 37 (2) pp. 58-73
Rasmussen, D. (2005) ‘The Priced versus the Priceless’, EcoJustice Review, 1, http://www.ecojusticeeducation.org/Rasmussen04.pdf
Rosebraugh, C. (2003) The Logic of Political Violence : Lessons in Reform and Revolution, Portland, OR : Arissa Media Group
Rosebraugh, C. (2004) Burning Rage of a Dying Planet : Speaking for the Earth Liberation Front, New York : Lantern Books
Sarkar, S. (1999) Eco-Socialism or Eco-Capitalism? London: Zed Books
Saint-Simon, C. (1979) Selected Writings, Westport, CT : Hyperion Press
Sessions, G. (1995) Deep ecology for the twenty-first century, London : Shambhala
Stables, A. (2001) Who Drew the Sky? Conflicting assumptions in Environmental Education’, Educational Philosophy and Theory, 33 (2) pp. 245-256
Stone, M. & Barlow, Z. (2005) Ecological Literacy: Educating Our Children for a Sustainable World, London: University of California Press
Stirling, S. (2001) Sustainable Education: Re-visioning Learning and Change, Dartington: Green Books
Tobias, M. (1988) Deep Ecology, San Marcos, CA. : Avant Books
Vogel, S. (2004) ‘Marcuse and the “New Science”’ in Abromeit, J. & Cobb, M. (Eds.) Herbert Marcuse: A Critical Reader, London: Routledge
Ward. P. (2008) Under A Green Sky: Global Warming, the Mass Extinctions of the Past and What They Can Tell Us About Our Future, London: Collins
You may also find some of the following websites useful:
· Centre for Human Ecology, Scotland http://www.che.ac.uk/index.php/
· The Earth Charter Initiative http://www.earthcharterinaction.org/education/
· Green Theory & Praxis: The Journal of Ecopedagogy, http://greentheoryandpraxis.ecopedagogy.org/index.php/journal/index
· EcoJustice Education http://www.ecojusticeeducation.org/
· Environment and Schools Initiative http://www.ensi.org/
· Paulo Freire Institute http://www.paulofreireinstitute.org/
· Institute for Social Ecology http://www.social-ecology.org/
· Adam Joseph Lewis Centre for Environmental Studies http://www.oberlin.edu/ajlc/ajlcHome.html
· Peter McLaren http://www.gseis.ucla.edu/%7Emclaren/
· Policy Futures in Education journal has a special issue on Environmental Education and Education for Sustainable Development, Volume 3, Number 3 at http://www.wwwords.co.uk/pfie/content/pdfs/3/issue3_3.asp
· National Curriculum Education for Sustainable Development at Key stages 3 & 4 http://curriculum.qca.org.uk/key-stages-3-and-4/cross-curriculum-dimensions/globaldimension/index.aspx?return=/search/index.aspx%3FfldSiteSearch%3Deducation+for+sustainable+development%26btnGoSearch.x%3D14%26btnGoSearch.y%3D7
· ESD Wales http://www.esd-wales.org.uk/english/welcome.asp
· The Trumpeter, the Journal of Ecosophy (Ecological Philosophy) has extensive online archives at http://trumpeter.athabascau.ca/index.php/trumpet/issue/view/15 , in particular Volume 18, Number 1 (2002) is an educational special issue.
· Environmental Education Research is a journal which you can access via the library: http://www.informaworld.com/smpp/title~content=t713416156~db=all
· Eco-Schools http://www.eco-schools.org.uk/
· United Nations Decade of Education for Sustainable Development http://portal.unesco.org/education/en/ev.php-URL_ID=27234&URL_DO=DO_TOPIC&URL_SECTION=201.html
· Sustainable Schools http://www.teachernet.gov.uk/sustainableschools/
