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Pedagogy, Places And People

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Wade R.

Journal of Teacher Education for Sustainability

2012

vol. 14

issue 2

147-167

The paper will explore the potential of new technologies in helping educators to play an active role in creating and promoting the learning that is needed for local and global communities to live sustainably. In particular, it will examine the potential of the virtual world to develop local and global communities for transformative learning for sustainable development. It is organised into three sections: 1) the need for new ways of knowing, learning and understanding; 2) the challenges an opportunities of the virtual world; 3) the role of virtual learning communities in education for sustainable education; 4) regional centres of expertise as a mobilising mechanism. Faced with the major challenges of climate change, environmental degradation, poverty and social inequality, it is clear that learning to live sustainably has never been more urgent. The credit crunch has thrown these into sharp relief and provided an opportunity to take stock of our current ways of organising the world economy which have led us to this unsustainable impasse. We are faced with a critical moment in world history which offers the chance to make the changes needed to set human beings on a path to a more sustainable future. In order to address these immense challenges, new forms of learning are needed, and the paper will argue that all educators, as responsible members of local and global communities, need to play key roles as agents for change. Globalisation and new technologies have changed the way we think about the world and about what constitutes the global and the local. It is clear that both local and global solutions must be found to address the serious dilemmas of the 21st century. This paper will see to examine the opportunities and challenges of the virtual world in enabling and supporting the development of effective ESD communities of practice.

Effecting Change Through Learning Networks: The Experience of the UK Teacher Education Network for Education for Sustainable Development (ESD) and Global Citizenship (GC)

51%

Inman S., Mackay S., Rogers M., Wade R.

Journal of Teacher Education for Sustainability

2010

vol. 12

issue 2

97-109

The article discusses and evaluates the experience of the UK Teacher Education Network for education for sustainable development (ESD) and global citizenship (GC) as a community of practice dedicated to embedding ESD and GC across teacher education in the UK. The article sets out the global and UK policy context for ESD and GC and outlines the differing government support and guidance for ESD/GC within teacher education across the four nations of the UK. The development and activities of the Network as a community of practice are evaluated in relation to the original aims of the Network with respect to the development and sharing of good practice and the embedding of ESD/GC across teacher education in the UK. The article concludes by arguing that the Network is successful in the first of the aims as there is now a vibrant UK wide teacher education community of practice in ESD/GC whereby radical practice can be explored, questioned and shared. However, the rapidly changing government policy context for education particularly in England makes it difficult to predict how effectively the Network can affect policy change and/or long lasting change in course content so as to embed ESD/GC in teacher education across the UK. The authors suggest that the Network will need to work alongside new and existing alliances to try to convince policy makers of the critical need to ensure that new teachers are equipped to develop effective ESD/GC in schools.

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2 Journal of Teacher Education for Sustainability

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Pedagogy, Places And People

Effecting Change Through Learning Networks: The Experience of the UK Teacher Education Network for Education for Sustainable Development (ESD) and Global Citizenship (GC)