Contents	6
	Notes on Contributors	10
	List of Figures	14
	List of Tables	16
	chapter 1: Introducing Education for Sustainable Development	17
	Sustainability and Education	19
	Education for Sustainable Development and Further Education in Context	20
	Why We Wrote This Book	21
	The Structure of the Book	23
	Teaching Education for Sustainable Development in Further Education Settings	23
	References	24
	Part I: Inspiring Change in the Beginning	26
	chapter 2: Becoming Sustainability Champions: How Embracing Education for Sustainable Development Can Help Organisations to Change	27
	Background and Context	28
	Findings	29
	Awareness of Context	29
	Using a Consultant	30
	Positive Effects can be Achieved Even Though Not in Line With Your Original Plan	30
	Carrying Out a Baseline Survey	31
	Views of Sustainable Development and Education for Sustainable Development	32
	Conclusion	42
	References	42
	chapter 3: Embracing Co-operative Inquiry to Embed Education for Sustainable Development	43
	Deciding on a Co-operative Inquiry Approach	45
	Planning Our Co-operative Inquiry	45
	Becoming a Sustainable Community of Practice	48
	Working Through the Challenges	50
	Reflecting on the Benefits of Co-operative Inquiry	52
	References	54
	Further Reading	56
	chapter 4: From the Local to the Global and Back Again: Reflections on Journeying to India, Learning about Gandhi’s Philosophy and the Influence on the Professional and the Personal	57
	From the Local to the Global	58
	The Influence of Gandhi	60
	Reflecting on Our Learning and the Influence on Our Role as Teacher Educators	67
	References	70
	Further Reading	71
	Part II: Developing Our Practice and Preparing the Ground	72
	chapter 5: Sustaining Our Resources	73
	Introduction	73
	Beginning the Process	75
	Making the Links Between Equality and Diversity and Sustainability	77
	Embedding the Concept of Sustainable Resources in Our Curriculum	79
	References	85
	Further Reading	87
	chapter 6: Sustainable Assessment: Developing Lifelong Learners	88
	Introduction	88
	Initial Teacher Education Context	88
	Part 1: Assessing Sustainability Knowledge	89
	Playing the Game	92
	Evaluation	94
	Part 2: Sustainable Assessment: Assessment as Learning	96
	Beyond the Co-op: Further Activity Development	99
	References	101
	Further Reading for ‘Sustainable Assessors’	102
	chapter 7: Changing Values for a Sustainable Future: The Role of Teaching and Learning	103
	Introduction	103
	Values Conflict	104
	What are the Likely Conflicts Within the Discourse of SD?	105
	Intrinsic and Extrinsic Value of Nature	105
	Social Justice	106
	Intergenerational Justice	106
	Approaches to Teaching Values	106
	An Introductory Exercise in Teaching and Learning Values	108
	The Exercise for Teaching Values in Relation to ESD	109
	Conclusion	115
	References	116
	Further Reading	116
	Part III: Sowing Seeds and Nurturing Growth	117
	chapter 8: Education for Sustainable Development: That’s Exciting—Taking ‘Exciting’ Back to Its Original Meaning of Initiating Action Within the Classroom	118
	Introduction	118
	Some Background	120
	Introducing the Dionysian Approach in Teaching	122
	How Do We as Teachers Develop Sustainable Literacy?	123
	Stage 1: Creating Awareness	123
	Stage 2: Maintaining the Momentum	125
	Stage 3: The Wider Perspective and Systems Thinking	127
	Chapter Summary	130
	References	131
	chapter 9: Teaching for Sustainable Learning in an Uncertain Future	133
	Introduction	133
	The ICE House Project Case Study	134
	Problem-based Learning and Creative Problem-Solving	137
	Growth Mindset	138
	Findings of the ICE House Project	139
	Teaching to Sustain Learning	140
	Solving Problems	140
	Engaging with Resources	141
	The Key ICE Question	142
	Resistance and Change	143
	Conclusion	146
	References	147
	Further Reading	149
	chapter 10: Complexity Theory and Emergence: Contributions to ESD	150
	An Introduction to Complexity Theory	150
	So, What Is Complexity Theory?	150
	Potential Advantages and Possible Issues with Complexity-informed Approaches	151
	Recognising the Value of ‘Messiness’	152
	Complexity as Metaphor or Actual Process	153
	A Framework for Action	154
	Democratic Approaches to ESD	157
	Case Study	158
	Closing Thoughts	161
	References	162
	Further Reading	163
	chapter 11: Education for Sustainable Development in Initial Teacher Education: From Compliance to Commitment—Sowing the Seeds of Change	164
	Introduction	164
	Taking Up the Challenge	165
	Research Design	166
	The Conceptual Framework	167
	The Role of Teacher Educators in Encouraging Education for Sustainable Development	171
	Analysis and Discussion of Findings	173
	Perceptions of ESD	173
	Culture of Compliance: First-order Learning and Change	174
	Overcoming Initial Anxieties: Moving Towards Second-order Learning and Change	175
	ESD as a ‘bolt-on’	175
	Lack of Understanding	176
	Head in the Sand	176
	Preaching or Practising?	177
	Our Responsibility as Teachers: Evidencing Second-­order and Creating the Potential for Third-order Learning and Change	178
	Teacher as Expert?	178
	Bottom-up or Top-down?	179
	Rising to the Challenge of Ambiguity	180
	Conclusion	182
	References	183
	Part IV: Respecting Our Roots Whilst Developing New Branches	186
	chapter 12: Grandfather’s Axe: Embracing Change While Maintaining Values in Curriculum Development	187
	Introduction	187
	Setting the Scene	188
	Underpinning Values and the Problem of Definition	189
	The Development of Values	192
	4. Commitment	192
	Curiosity	192
	Courage	193
	Creativity	195
	Commitment	196
	Conclusion	197
	References	198
	chapter 13: Health and Well-being Matters	202
	Sites of Health and Well-being	203
	Signs of Health and Well-being	204
	Physical Aspects of Health and Well-being	207
	Cognitive and Emotional Well-being	209
	National Measures of Well-being	213
	References	214
	chapter 14: Student Voice and Its Role in Sustainability	218
	Introduction	218
	Developing Our Thinking	229
	Conclusion	230
	References	231
	Further Reading	234
	Part V: Moving on and Finding New Pastures	235
	chapter 15: Education for Sustainable Development in Further Education: A Reality Check	236
	Estate Management	238
	Agriculture	239
	Hospitality and Catering	240
	Automotive Technologies	241
	Hair and Beauty	242
	Wood Trades	243
	Engineering	243
	Construction	244
	References	248
	Further Reading	250
	chapter 16: Sustainability and Community Initiatives: Where is the FE Sector?	251
	Introduction: Motivations	251
	Case Study: The Parents as Educators Programme	255
	Getting Going	256
	The Course Design	257
	Recruitment	257
	Unlocking the Door	258
	The ‘R’ Word: Retention Issues	260
	Evaluating the Programme	260
	Conclusions on the Programme	261
	References	262
	Further Reading	264
	chapter 17: Developing Pedagogic Approaches to Encourage Decision-making, Invention, Innovative Thinking and Problem-solving	265
	Introduction	265
	From Millennium Development Goals to Sustainable Development Goals	269
	International Collaboration in Education and the Sustainable Development Goals	271
	A Case Example of the Nature of Potential Collaboration	273
	Partnership Approaches to Learning and Sustainability	275
	Conclusions	276
	References	276
	Further Reading	279
	chapter 18: Looking to the Future	280
	Inspiring Change in the Beginning	281
	Developing Our Practice and Preparing the Ground	281
	Sowing Seeds and Nurturing Growth	282
	Respecting Our Roots Whilst Developing New Branches	283
	Moving On and Finding New Pastures	284
	References	287
	Index	289