International Explorations in Outdoor and Environmental Education

This volume problematizes the intentions of early childhood education for sustainability (ECEfS) from two new perspectives – the context of small island states and the bi-directional, intergenerational learning about the environment and sustainability that takes place in a variety of contexts, including the family home and school. It questions how belonging to a small island and the children’s home influence learning in the early years of life. In doing so, this book offers new insights and new theoretical perspectives into intergenerational environmental learning in the school, family and beyond. Informed by consideration of the most recent literature in early childhood education and sustainability, this volume also looks at how these informal learning spaces provide young children with the opportunities to enhance further learning in the field, thus portraying the fluidity of intergenerational learning from different theoretical standpoints. 

It provides a deep insight into ECEfS and intergenerational learning about the environment and environmental issues in early childhood education from a perspective of a small island state by adopting a children’s rights perspective. It additionally explores the relationship between early childhood theories, children’s rights and postcolonial theory.

This edited volume presents a series of case studies and research evidence on how global students contribute to widening the debate on sustainability within Higher Education institutions: by offering their own stories, along with academics and external stakeholders they create a unique context where their diverse backgrounds are combined into a wider learning experience. This environment enables them to return to their communities and provide leadership and support in tackling real life sustainability related issues they may face.

This book describes this circular and virtuous process, which we refer to as Circular Education. Through this process, Higher Education institutions are enriching environments and supporting communities and their cultural hubs. Readers will discover how students can add to and learn from this critical dialogue with peers, academics, and external stakeholders.It is of interest for students, policymakers, academics and any other institution and organization interested in promoting sustainability in Higher Education.

This book juxtaposes a representation of environmental education centres around the globe with centres within the New South Wales Department of Education in Australia. As terminology shifted from nature study and conservation education to environmental education then “environmental and sustainability education” within “sustainable development” the centres embodied and encompassed this evolution. The book traces the centres’ journeys through the phenomenon of the 1970s growth in socially conscious governance, to 1980s-1990s public managerialism, to the tightening tentacles of capitalism. The complexity of education as a socio-political endeavour is made explicit. Themes including the changing dynamics of caring for the environment, and bureaucratic and political manoeuvring, in addition to the effects of activism and globalisation are viewed through a centre lens as the centres survive and thrive in ever increasing neoliberal times. The book will appeal to teachers, academics and bureaucrats interested in the history and politics of environmental education.