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Indigo Environmental and Sustainability Education Francophone Europe | Erin Mills Town Centre
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This book presents eleven contributions illustrating the main areas of research in French-speaking Europe in the field of environmental and sustainability education (ESE). It argues that although research in the field of ESE is well established, it is not yet structured at a national level, whether in France, Belgium or Switzerland. The main issues addressed by the contributors are presented with a view to establishing a dialogue with the Anglophone community. Three avenues are identified: (i) exploring the place of ESE in education systems, in terms of a continuum of education, (ii) exploring the specificities of ESE teaching practices, and (iii) exploring teacher education and training practices. The contributions suggest a number of courses of action and prospects for encouraging debate between both researchers and language communities, ranging from collaboration and shared research programmes to a reworking of educational concepts and practices, and initial and continuing professional development, in relation to pressing pedagogical, social and environmental challenges. This volume will be a key resource for educators, policymakers, scholars and advanced students of environmental and sustainability education and teacher education and training. It was originally published as a special issue of Environmental Education Research
This book presents eleven contributions illustrating the main areas of research in French-speaking Europe in the field of environmental and sustainability education (ESE). It argues that although research in the field of ESE is well established, it is not yet structured at a national level, whether in France, Belgium or Switzerland. The main issues addressed by the contributors are presented with a view to establishing a dialogue with the Anglophone community. Three avenues are identified: (i) exploring the place of ESE in education systems, in terms of a continuum of education, (ii) exploring the specificities of ESE teaching practices, and (iii) exploring teacher education and training practices. The contributions suggest a number of courses of action and prospects for encouraging debate between both researchers and language communities, ranging from collaboration and shared research programmes to a reworking of educational concepts and practices, and initial and continuing professional development, in relation to pressing pedagogical, social and environmental challenges. This volume will be a key resource for educators, policymakers, scholars and advanced students of environmental and sustainability education and teacher education and training. It was originally published as a special issue of Environmental Education Research
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