Share Box

The share box will contain temporary links to the pdfs of papers and books that I will put there as a follow-up to conversations I have had with people at international events. Often-times business-cards are exchanged and promisses are made but once back at the office the cards end up in a drawer and the promisses are forgotten. The share box is trying to do something about this.

AT THE BOTTOM STUDENTS TAKING THE ONLINE ESD100 COURSE CAN FIND LINKS TO SOME OF THE COURSE READINGS!

New in 2013: The impact of educational nature immersion programme’s on child development (in Dutch with Executive Summary in English)

Toen ik er meer over ging weten werd het leuk Compleet(3)UKabstract

Full citation in Dutch:

Van der Waal, M.E., Hovinga, Wals, A.E.J en van Koppen, C.S.A. (2012) “Toen ik er meer over ging weten werd het leuk”: Onderzoek naar de meerwaarde van het educatieve natuurbelevingsprogramma ‘NatuurWijs’ in vergelijking met regulier natuuronderwijs. Rapport, Wageningen: Educatie & Competentiestudies, Wageningen Universiteit, 116 p.

Full citation in English:

Van der Waal, M.E., Hovinga, Wals, A.E.J en van Koppen, C.S.A. (2012) “Once I started to get to know it better, it became fun”: A study of the added-value of an educational nature-immersion programme ‘NatureWise’ in comparison with standard nature education in Dutch Primary schools. Research Report, Wageningen: Education and Competence Studies, Wageningen University, 116 p.

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CTA (www.cta.int) workshop on re-orienting tertiary agricultural education towards sustainability and food security (September 2012).

Below are some resources that go along with a so-called CTA Policy brief that will appear on-line at the end of 2012. The peer reviewed CTA Policy Briefs address a broad range of agricultural and rural development-related issues. With colleagues Martin Mulder and Natalia Eernstmann I wrote a brief on: How to educate in a Changing World? Towards Competence-based Tertiary Agricultural Education?”.  Below are some resources that are related to this and can be downloaded for personal use by clicking on the publication.

Wals, A.E.J. & Bawden, R. (2000).Integrating sustainability into agricultural education. dealing with complexity, uncertainty and diverging worldviews. Gent: ICA, 48 p.

Kibwika, P., Wals, A.E.J. and M.G. Nassuna-Musoke (2009) Competence Challenges of Demand-Led Agricultural Research and Extension in Uganda Journal of Agricultural Education and Extension, 15 (1), 5-19.

Brinkman, B., Westendorp, A.M.B., Wals, A.E.J. & M. Mulder (2007).  Competencies for Rural Development Professionals Compare, 37(4), 493-511.

Wals, A.E.J., Caporali, F., Pace, P., Slee, B., Sriskandarajah, N. & Warren, M. (2004). Education for Integrated Rural Development: transformative learning in a complex and uncertain world, Journal of Agricultural Education & Extension, 10, 2, 89-100. ISSN 1389-224X

Full text to: Wals, A.E.J., Caporali, F., Pace, P., Slee, Sriskandarajah, N. & Warren, M. (2004). Education and Training for Integrated Rural Development. The Hague: Reed Business Information.

Abstract: Key objectives of the transition towards a more integrated rural development include; raising the level of economic performance in all sectors of the rural economy, promoting viable rural communities, maintaining the indigenous cultures, protecting the environment, and conserving the natural features and appearance of the landscape. The European Union has been developing its policy for rural development laying stress on an integrated approach, simplification and sustainability. These developments throw up numerous challenges for the agricultural and forestry education sectors. European institutions in higher agricultural education have a mission in helping rural society grow and develop sustainably by co-creating the new skills, competencies and knowledge, as well as by designing inspiring contexts for learning which will alow such skills, competences and knowledge to develop meaningfully. This book represents the results of a two-year inter-institutional journey that focuses on the development of education and training for integrated rural development. Using an on-line survey, document analysis, the outcomes of a number of workshops and four carefully selected case studies, the authors generated a number of stepping stones for curriculum development in this emerging field.

Citation: Wals, A.E.J., Caporali, F., Pace, P., Slee, Sriskandarajah, N. & Warren, M. (2004). Education and Training for Integrated Rural Development: Stepping stones for curriculum development. The Hague: Reed Business Information, 88 p.

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ESD100 READINGS

UNESCO (2016) Education for people and planet: creating sustainable futures for all. Global Education Monitor Report, Introduction (pg 1-12). Paris: UNESCO Freely downloadable: http://unesdoc.unesco.org/images/0024/002457/245752e.pdf

http://unesdoc.unesco.org/images/0024/002457/245752e.pdf

 

Week 2 & 3

UNESCO (2016) Education for people and planet: creating sustainable futures for all. Global Education Monitor Report, Chapter 2 Planet (pg 16-35), Chapter 3 Prosperity (pg 36-62), Chapter 4 People (Pg 64-93). Paris: UNESCO http://unesdoc.unesco.org/images/0024/002457/245752e.pdf

Berglund, T., & Gericke, N. (2015). Separated and integrated perspectives on environmental, economic, and social dimensions – an investigation of student views on sustainable development. Environmental Education Research, 0(0), 1–24. literatureberglundgericke
Carson R. (2002 – reprint original version published in 1962) Silent Spring New York: Houghton Mifflin ISBN (paperback) 0618 249060 silent_spring-rachel_carson-1962
Hill, C. (2011). Introduction to Sustainable Resource Use. Earthscan Ltd (first 25 pages:  lithillintorductionnaturaresourceuse

Week 4

Hellberg, S., & Knutsson, B. (2016). Sustaining the life-chance divide? Education for sustainable development and the global biopolitical regime. Critical Studies in Education, 1-15. Link to paper: hellberg-knutsson-forthcoming
Marsden, T. (2013) Sustainable place-making for sustainability science: the contested case of agri-food and urban–rural relations, Sustainability Science, 8 (2) 213-226. doi:10.1007/s11625-012-0186-0 Link to article: marsdensustainableplacemaking
Berryman, T., & Sauvé, L. (2016). Ruling relationships in sustainable development and education for sustainable development. The Journal of Environmental Education, 47(2), 104–117. http://doi.org/10.1080/00958964.2015.1092934 Link to paper: berrymansauve
Kopnina H., & Cherniak, B. (2015). Cultivating a value for non-human interests through the convergence of animal welfare, animal rights, and deep ecology in Environmental Education. Education Sciences, 5, 363-379. Link to paper: kopnina-cherniak-cultivating-a-value-for-non-human-interests-mdpi-2015

BLOCK 2

Week 5

Wals, A.E.J., Geerling-Eijff, F., Hubeek, F., Kroon, S. van der & Vader, J. (2008) All Mixed Up? Instrumental and Emancipatory Learning Towards a More Sustainable World: Considerations for EE Policy-makers. Applied Environmental Education and Communication 7 (4), 55-65. Link to article: allmixedup
Sandell, K., Öhman, J., & Östman, L. (2005). Education for Sustainable Development – Nature, School and Democracy. Studentlitteratur. Find here: esdnatureschooldemocracy
Bengtsson, S. L., & Östman, L. O. (2014). Globalisation and education for sustainable development: exploring the global in motion. Environmental Education Research, 1-20. Find here: globalisation-and-education-for-sustainable-development-exploring-the-global-in-motion

Week 6

Ideland, M., & Malmberg, C. (2015). Governing ‘eco-certified children’ through pastoral power: critical perspectives on education for sustainable development. Environmental Education Research, 21(2), 173–182. governing-eco-certified-children
Sterling, S., Maiteny, P, Irving, D. and Salter, J. (2005) Linking Thinking: New perspectives on thinking and learning for sustainability. WWF Scotland (Retrievable via: http://assets.wwf.org.uk/downloads/linkingthinking.pdf) or here: linkingthinking
Wiek, A.; Withycombe, L.; Redman, C.L. Key competencies in sustainability: A reference framework for academic program development.  Sci.20116, 203–213. Find here: sustainabilitycompetencieswieketal

Week 7 & 8

Wals, A.E.J., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Convergence between science and environmental education. Science, 344(6184), 583-584.- sciencewalsetall20141
Jickling, B. (2004). Making ethics an everyday activity: How can we reduce the barriers. Canadian Journal of Environmental Education, 9, 11-26. (retrievable via: https://cjee.lakeheadu.ca/article/view/195)Jickling Ethics

BLOCK 3

Week 9 & 10

Byrne, L. (2016). Learner-Centered Teaching Activities for Environmental and Sustainability Studies. Springer International Publishing AG.
Kennelly, J. & Elliott, S. (2015) Sustainable gardening across the curriculum. In: N. Taylor et al. (eds.), Educating for Sustainability in Primary Schools, 323–343. Rotterdam: Sense Publishers.

BLOCK 4

Tassone, V.C. ; Wals, A.E.J. (2014) ‘EYE for sustainability’: a learning tool for change agents. In: Intergenerational learning and transformative leadership for sustainable futures, Corcoran, P.B., Hollingshead, B.P. (Eds), Wageningen : Wageningen Academic Publishers – p. 127 – 138.

 

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