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Transforming Education for Sustainability : Discourses on Justice, Inclusion, and Authenticity.

Bibliographic Details
Main Author: Rivera Maulucci, María S.
Other Authors: Pfirman, Stephanie., Callahan, Hilary S.
Format: eBook
Language:English
Published: Cham : Springer International Publishing AG, 2023.
Edition:1st ed.
Series:Environmental Discourses in Science Education Series
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • Intro
  • Preface
  • Contents
  • Editors and Contributors
  • About the Editors
  • Contributors
  • Chapter 1: Education for Sustainability: Connecting with Signs of Hope
  • 1.1 Setting the Scene
  • References
  • Part I: Framing and Reframing Sustainability and Environmental Justice
  • Chapter 2: A History of Ecojustice and Sustainability: The Place Where Two Rivers Meet
  • 2.1 Mamaroneck Land Acknowledgement
  • 2.2 Sustainability: A Concept Rooted in Forest Management
  • 2.3 Civil Rights, Ecojustice, and Environmental Protection
  • 2.4 Ecojustice, the Fight for Healthy Communities and Sustainable Development
  • 2.5 EcoJustice and Indigenous Communities: Shared Concerns
  • 2.6 Coming Up to the Present: Climate and Indigenous Environmental Justice
  • References
  • Chapter 3: Diversity in Academia and Sustainability Science: The STEM Blindspot
  • 3.1 Change, Without the Change
  • 3.2 Systemic Stereotype Threats
  • 3.3 Reflecting on My Own Response Patterns
  • 3.3.1 To Prove I Can? Or Is It … Who I Am?
  • 3.3.2 An Attempt to 'Confront the Threat'
  • 3.3.3 "I'll Just Sit Quietly in the Corner …"
  • 3.3.4 Sustaining Self in the Presence of Threat
  • 3.3.5 Is There a Right Response?
  • 3.4 Moving Forward
  • References
  • Chapter 4: Building Authentic Connections to Science Through Mentorship, Activism, and Community, in Teaching and Practice
  • 4.1 Introduction
  • References
  • Chapter 5: A Commons for Whom? Racism and the Environmental Movement
  • 5.1 A Commons for Some: Garrett Hardin's Enclosures Act
  • 5.2 "A White, Racist Plot"
  • 5.2.1 Misanthropic Ecologies
  • 5.3 The Return of the Commons
  • References
  • Chapter 6: Pathways to Sustainability: Examples from Science Teacher Education
  • 6.1 Why Do We Need Education for Sustainability?
  • 6.2 What Is Education for Sustainability?.
  • 6.3 What Are Some of the Challenges of Science Education for Sustainability?
  • 6.4 What Are Some of the Possibilities of Science Teacher Education for Sustainability?
  • 6.5 What Are Some Examples of Teacher Education for Sustainability?
  • 6.5.1 Introducing and Justifying the Need for EfS Standards
  • 6.5.2 Summer STEM Teaching Experiences for Undergraduates Program
  • 6.5.3 How Do the TEU Interns Envision Planning and Teaching About Sustainability?
  • 6.5.4 What Are Some Recommendations for Improving the Sustainability Curriculum?
  • 6.6 Concluding Thoughts on Education for Sustainability
  • References
  • Part II: Sustainability and Ecological Perspectives on Biodiversity
  • Chapter 7: When a Titan Arum Blooms During Quarantine
  • 7.1 The Arthur Ross Greenhouse at Barnard
  • 7.2 Of All the Times …
  • 7.3 Making the Best, of the Best
  • 7.4 Improvise, Adapt, Overcome
  • 7.5 Looking Back
  • References
  • Chapter 8: What Does Cell Biology Have to Do with Saving Pollinators?
  • 8.1 Introduction
  • 8.2 Sustainability in the Classroom
  • 8.3 Beyond Honey Bees
  • 8.4 Full Circle from Teaching to Research
  • 8.5 Conclusions and Reflections
  • References
  • Chapter 9: Finding the Most Important Places on Earth for Birds
  • 9.1 Birds as Gauges of Changes in the Environment
  • 9.2 Our Relationship with Birds
  • 9.2.1 Bird Stories: Purification of Drinking Water
  • 9.2.2 Bird Stories: Coffee
  • 9.2.3 Bird Stories: Migration of the Red-Eyed Vireo
  • 9.3 What Do Birds Need from Us?
  • 9.3.1 How to Identify Ecologically Important Places for Birds
  • 9.4 Black Rock Forest
  • 9.4.1 Getting Students into the Field
  • 9.4.2 Data Collection Using the Soundscape
  • 9.4.3 Land Protection Is Not the Only Issue We Need to Address for Bird Conservation
  • 9.5 How Do I Engage and Prepare Students for Bird Projects?
  • References.
  • Chapter 10: Going Up: Incorporating the Local Ecology of New York City Green Roof Infrastructure into Biology Laboratory Courses
  • 10.1 Introduction
  • 10.2 Background
  • 10.2.1 The Problem with Cities
  • 10.2.2 Green Infrastructure to the Rescue
  • 10.2.3 Green Infrastructure Around New York City
  • 10.2.4 Don't Forget the Microbes
  • 10.3 Course Descriptions
  • 10.3.1 Microbiology Project Laboratory (Fall 2013)
  • 10.3.2 Molecular Biology Project Laboratory (Spring 2017)
  • 10.4 Course Results
  • 10.4.1 Microbiology Course Results
  • 10.4.2 Molecular Biology Course Results
  • 10.5 Reflections on an Ecological Project Lab
  • 10.5.1 From the Professors
  • 10.5.2 From a Student
  • 10.5.3 From Both Sides of the Table
  • 10.6 Would We Do This Again? (Concluding Remarks)
  • References
  • Chapter 11: It Turned into a Bioblitz: Urban Data Collection for Building Scientific Literacy and Environmental Connection
  • 11.1 The Macaulay Honors College
  • 11.2 The Birth of Science Forward and the Macaulay BioBlitz
  • 11.3 How the BioBlitz Happens
  • 11.4 The Macaulay BioBlitz as an Authentic Research Experience
  • 11.5 "So, You Want to Do a Bioblitz…"
  • 11.6 The Value of the Macaulay BioBlitz
  • References
  • Chapter 12: Syndemic: Using Game-Based Learning to Engage Students in the Human Microbiome
  • 12.1 Introduction
  • 12.2 Microbial Ecology and Human Health: Catching the Curriculum Up to the Research (Tal Danino)
  • 12.3 The Testing Phase: Bringing Syndemic to Students (Emma Ruskin)
  • 12.4 Testing Syndemic Across New York City
  • 12.4.1 Digital Game-Based Learning in STEM Education
  • 12.4.2 Designing and Implementing the Study
  • 12.4.3 Results
  • 12.4.4 Analysis
  • 12.5 Expanded Testing: Syndemic Goes to Nicaragua (Emma Ruskin)
  • 12.5.1 Why Nicaragua?
  • 12.5.2 Syndemic Workshops at the Learning Center
  • 12.6 Concluding Thoughts
  • References.
  • Part III: Sustainability and Environmental Justice Perspectives in Undergraduate Science Education
  • Chapter 13: Teaching Chemistry in Context: Environmental Lead Exposure: Quantification and Interpretation
  • 13.1 Framing the Issues
  • 13.2 The Chemistry of Lead Toxicity and Environmental Justice
  • 13.3 Detailed Teaching Examples
  • 13.3.1 Small Project-Based Course for Incoming Students: A Bridge Course
  • 13.3.2 Large, General Chemistry Courses
  • 13.3.3 Non-majors Course Without a Laboratory Component
  • 13.4 Responding to the Legal and Ethical Implications of Lead Assessment
  • 13.5 Conclusions
  • References
  • Chapter 14: Brownfield Action: A Civic-Oriented, Web-Based, Active Learning Simulation
  • 14.1 Brownfields
  • 14.2 Brownfield Action
  • 14.3 Pedagogical Rationale
  • 14.4 Simulation Overview
  • 14.5 Assessment
  • 14.6 Collaborative Network of Users
  • 14.7 Conclusions
  • Appendix: Brownfield Simulation Materials
  • References
  • Chapter 15: Learning from the Many, Teaching to the Many: Applying Ecojustice Principles to Undergraduate Pedagogy in Environmental Science, Ecology, and Sustainability Classrooms
  • 15.1 Perspectives in and on Undergraduate Classrooms
  • 15.2 Perspectives Matter - Here Are Ours
  • 15.3 A Role for Environmental Justice and EcoJustice in Undergraduate Science Classes
  • 15.4 Strengthening Teaching and Learning by Including Multiple Perspectives
  • 15.4.1 Courses, Pedagogy, and Classroom Practice
  • 15.4.2 Sources of Knowledge
  • 15.4.3 Token Inclusion of TEK and Indigenous Perspectives
  • 15.4.4 Assessments That Connect Authenticity with Curiosity, Inclusion, and Identity
  • 15.5 Guiding Questions for Developing Classrooms That Integrate EcoJustice
  • References
  • Chapter 16: The UNPAK Project: Much More Than a CURE
  • 16.1 Introduction
  • 16.2 UNPAK and Its People.
  • 16.3 UNPAK as Plant, Agricultural and Sustainability Science
  • 16.4 UNPAK Prioritizes the Undergraduate Experience
  • 16.5 UNPAK Supports Access and Persistence in STEM Training
  • 16.6 UNPAK as a Philosophy and a "Way of Being"
  • 16.7 Coda
  • References
  • Part IV: Climate Change: Engagement, Politics, and Action
  • Chapter 17: Teaching About Climate Change from an Astronomical Perspective
  • References
  • Chapter 18: Volcanoes, Climate Change, and Sustainability
  • 18.1 Introduction to the Participants
  • References
  • Chapter 19: Perspectives on Teaching Climate Change: Two Decades of Evolving Approaches
  • 19.1 Setting the Stage
  • 19.2 History of Earth's Environmental Systems: Climate
  • 19.3 Student Perspectives
  • 19.4 Professor Perspectives
  • 19.4.1 Pfirman Perspectives
  • 19.4.2 Winckler Perspectives
  • 19.5 Other EES: Climate Professor and Teaching Assistant Perspectives
  • 19.5.1 Integration of "Denier" Perspectives
  • 19.5.1.1 Focus on the Science
  • 19.5.1.2 Consideration of Values
  • 19.5.2 Considering Justice
  • 19.5.2.1 Outside class scope or personal expertise
  • 19.5.2.2 Social Justice of Impacts and Responses
  • 19.5.2.3 Cultural/Intergenerational Complexity
  • 19.5.3 Teaching about Actions
  • 19.5.3.1 Focus on Understanding Climate Science
  • 19.5.3.2 Understanding the Science of Actions
  • 19.5.3.3 Recommending Action
  • 19.6 Outlook
  • References
  • Chapter 20: Building a Circular Campus: Consumption, Net Zero Emissions, and Environmental Justice at Barnard College
  • 20.1 Welcome to Your First Year Seminar: Please Wear Gloves
  • 20.2 Why Circularity?
  • 20.3 Why Higher Education?
  • 20.4 Why Barnard?
  • 20.5 What, Exactly, Is a Circular Campus?
  • 20.6 Barnard's Circular Campus Framework: Beyond the Trash
  • 20.7 Three Barnard Case Studies: Reuse, Renovation, and Reallocation
  • 20.8 Challenges to Circularity.
  • 20.9 Pathways to Circularity: Starting Small, Thinking Big.

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