Building for a Sustainable Future in Our Schools: Brick by Brick PDF
Preview Building for a Sustainable Future in Our Schools: Brick by Brick
Rosemary Papa Anna Saiti Editors Building for a Sustainable Future in Our Schools Brick by Brick Building for a Sustainable Future in Our Schools Rosemary Papa • Anna Saiti Editors Building for a Sustainable Future in Our Schools Brick by Brick Editors Rosemary Papa Anna Saiti Northern Arizona University Harokopio University Flagstaff , AZ , USA Athens , Greece ISBN 978-3-319-12402-5 ISBN 978-3-319-12403-2 (eBook) DOI 10.1007/978-3-319-12403-2 Library of Congress Control Number: 2016953109 © Springer International Publishing Switzerland 2017 T his work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. T he use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. T he publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Foreword This book is a call to action for anyone concerned about the future of our planet. It is based on the premise that education for sustainable development is critical. The authors describe the concept of sustainable development in terms of social, eco- nomic and environmental parameters and take the readers on a journey using research and case studies to identify opportunities and challenges that will provide a path to global sustainable development. Although the research and case studies are drawn from many countries, the basic principles and learnings can be adapted across countries. T his journey is guided by the principle that social capital and particularly educa- tion for all in the context of a cohesive and responsible global community are criti- cal for the planet’s survival The United Nations (1987) defi nes sustainable development as “meeting the needs of the present without compromising the ability of future generations to meet their own needs”. The authors make it clear that there are no simple answers, but there are many practical examples and research fi ndings that will inform policymakers and practi- tioners. Key questions addressed in this book are: “ What are the opportunities and challenges? What matters? From their perspective, here is the essence of what matters. Leadership and organizational culture matter. Middlewood and Abbot maintain that the values and beliefs are the heart of an organization’s culture and of an institu- tion’s culture of sustainable practices. They identify barriers to a sustainable culture in a variety of fi elds and provide practical strategies to achieving a culture of sus- tainability. A key component of building a sustainable culture is leadership and the importance of succession planning in an organization. B eycioglu and Kondakci provide a compelling leadership case study of an alter- native sustainable school in Turkey and the leadership practices that contribute to a culture of sustainability. They illustrate the different interpretations of sustainability and sustainable leadership between education and other fi elds. B ell and Smith provide another case study of transformational leadership in a “challenging” school in England and analyse the strategies that resulted in a posi- v vi Foreword tive change. They describe and compare transformational leadership and leadership which is sustainable and highlight the importance of both. How and what educators teach matters . Education for sustainable development implies equity of access, opportunity and outcomes for all. The challenges of equity of opportunity and access at both the pedagogical and institutional level are addressed. Papa argues for the importance of ethical and moral values embedded in teaching sustainable practices and the important critical relationship between the classroom and the local community and policies. At the pedagogical level, Armfi eld and Armfi eld use case studies and research to identify the inequitable structures and practices in academia that exist for working class students and propose solutions drawn from andragogy and adult learning theory to mitigate some of these chal- lenges. The importance of using real-life problem-based learning in educating for Boko highlights sustainability. He uses 29 research reports to illustrate the improve- ment on student learning and especially the development of interdependent behav- iour and refl ective thinking. Institutional supports and values matter . Readers can gain insights into how institu- tions can foster sustainable development through the case study of St. Andrews Sustainability Institute in Scotland. Development of noncognitive skills matter. Staub emphasizes the important link between education and the economy at the individual and global level. He is critical of the efforts of government, especially in developing or emerging countries to develop and sustain this link. He cites two critical factors that impede closing the gap: access to quality higher education and the lack of attention in primary and secondary education paid to students’ social and emotional development. He argues that there is ample evidence that the focus on cognitive development alone will not result in economic and cultural stability. We all share a responsibility. Santone presents a compelling case for the impor- tance of collaboration and interdependence as foundational principles to drive edu- cational policy and practice. However, she argues that education policies and practice are largely driven by competition and individualism that is derived from neoliberalism. Addressing the challenges of population growth matters. According to Groves, pop- ulation density has the potential to lead to disaster. She also highlights the role of education in addressing this by recommending specifi c curriculum policy changes and measures such as addressing the issue of global poverty that could inform and embed sustainability values and practices. Each sector of the economy bears responsibility . As an example of implementing sustainable practices, a specifi c sector of the economy, the construction industry, is highlighted in its role in contributing to sustainability of natural resources and industry Policymakers in all countries, especially those with rapid growth, are called upon to take notice and act accordingly. Foreword vii It is heartening to read the passion and commitment for sustainable development from learned authors in a variety of countries. If policymakers and practitioners heed their words across the globe, we can be confi dent in the future health of our planet and all its inhabitants. York University Geraldine Connelly Toronto, ON , Canada Contents Part I Social Capital and Economics of Sustainability 1 Social Capital Dimensions: Social Justice, Morality, and the Common Good ........................................................................... 3 Anna Saiti 2 Minding the Gap: Preparing the Working Class for Success in Academia ......................................................................... 15 Dawn M. Armfi eld and Shadow W. J. Armfi eld 3 The St. Andrews Sustainability Institute: Fostering Sustainability in a Cold Climate ............................................................ 35 Jan Bebbington 4 Classroom and Community Partners: The Ethics and Morality Inherent in Sustainable Practices .................................. 45 Rosemary Papa Part II Globalization: Effects of Human Beings on the Earth 5 Beyond Neoliberalism: Education for Sustainable Development and a New Paradigm of Global Cooperation ................ 61 Susan Santone 6 Construction and Sustainability ............................................................ 85 Andrew Scanlon 7 How Population Density Leads to Disaster: Curriculum to Understand and Own Solutions......................................................... 93 Janet Coyle Groves 8 Synergy Between Problem-Based Learning and Educating for Sustainability: A Review of the Literature ..................................... 107 Paul Bocko ix x Contents Part III The Role of Education and Sustainability 9 Developing a Culture for Sustainability in Educational Organisations................................................................. 135 David Middlewood and Ian Abbott 10 Understanding Leadership Practices in a Sustainable School Model: A Case from Turkey ....................................................... 151 Kadir Beycioglu and Yaşar Kondakçı 11 Creatures That by a Rule in Nature Teach the Act of Order (Henry V Act 1 Scene 2): A Case Study of Sustainable Transformational Leadership in a Challenging School ....................... 171 Les Bell and Phil Smith 12 University Education in Developing Economies: Access, Competition, and Neglect .......................................................... 193 Donald F. Staub Index ................................................................................................................. 211 Part I Social Capital and Economics of Sustainability
The list of books you might like
