Beginning Scottish geography teachers' perceptions of education for sustainable development

R.K. Munro, Ashley Reid, Sally Inman (Editor), Maggie Rogers (Editor)

Research output: Chapter in Book/Report/Conference proceedingChapter

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).
LanguageEnglish
Title of host publicationDeveloping Critical Perspectives on Education for Sustainable Development / Global Citizenship in Initial Teacher Education
Pages57-72
Number of pages15
Publication statusPublished - Sep 2009

Fingerprint

sustainable development
geography
group education
teacher
education
curriculum
national development
meals
reform
school
Values

Keywords

  • education
  • sustainable development
  • geography teaching

Cite this

Munro, R. K., Reid, A., Inman, S. (Ed.), & Rogers, M. (Ed.) (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 (pp. 57-72)
Munro, R.K. ; Reid, Ashley ; Inman, Sally (Editor) ; Rogers, Maggie (Editor). / Beginning Scottish geography teachers' perceptions of education for sustainable development. Developing Critical Perspectives on Education for Sustainable Development / Global Citizenship in Initial Teacher Education. 2009. pp. 57-72
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Munro, RK, Reid, A, Inman, S (ed.) & Rogers, M (ed.) 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. pp. 57-72.

Beginning Scottish geography teachers' perceptions of education for sustainable development. / Munro, R.K.; Reid, Ashley; Inman, Sally (Editor); Rogers, Maggie (Editor).

Developing Critical Perspectives on Education for Sustainable Development / Global Citizenship in Initial Teacher Education. 2009. p. 57-72.

Research output: Chapter in Book/Report/Conference proceedingChapter

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N2 - 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).

AB - 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).

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Munro RK, Reid A, Inman S, (ed.), Rogers M, (ed.). 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. 2009. p. 57-72