Table of Contents: Whole School Approaches to Sustainability :

Whole School Approaches to Sustainability : Education Renewal in Times of Distress.

Bibliographic Details
Main Author:	Wals, Arjen E. J.
Other Authors:	Bjønness, Birgitte., Sinnes, Astrid., Eikeland, Ingrid.
Format:	eBook
Language:	English
Published:	Cham : Springer International Publishing AG, 2024.
Edition:	1st ed.
Series:	Sustainable Development Goals Series
Subjects:	Electronic books.
Online Access:	Click to View

Table of Contents:

Intro
Acknowledgements
Contents
Contributors
Editors
1: It Takes a Whole School: An Introduction
References
Part 1: Principles, Perspectives, and Challenges
2: A Whole School Approach: A Synthesis of Interconnected Policy, Practice, and Research Conceptualisations
2.1 Introduction: Educational Change, Innovation, and School Reform in Times of Global Sustainability Challenges
2.2 Methods, Scope, Aims, and Objectives
2.3 A Synthesis of Whole School Approach Conceptualisations Within Distinct But Connected Education Initiatives
2.3.1 Thematic Structure of the WSA Conceptualisation Synthesis
2.3.2 Education for Sustainable Development and a Whole School Approach
2.3.3 Education for Health and Well-Being and a Whole School Approach
2.3.4 Whole School Approaches to Global Citizenship Education and a Whole School Approach
2.4 Discussion: What are the Main Principles, Processes, and Strands of a Whole School Approach in and Beyond Education for Sustainable Development?
2.4.1 Holistic, Systemic, and Sustainable Perspective
2.4.2 Democratic and Participatory Processes Involving All Actors
2.4.3 Five Strands of a Whole School Approach to General Quality Education
2.4.4 Tensions, Problematics, and Dilemmas
2.4.5 The Role of Reflexivity
2.5 Conclusions
References
3: Insights, Challenges, and Prospects on Whole School Approach to Sustainability in the UN Economic Commission for Europe (UNECE) Region
3.1 Introduction
3.1.1 Defining the Whole School Approach
3.1.2 Whole School Approach in the UNECE Region
3.2 Methodology
3.3 Results
3.3.1 WSA and Curriculum: What Do We Teach?
3.3.2 WSA and Pedagogy/Didactics: How Do We Learn?
3.3.3 WSA and Building Management/Operations: Where Do We Learn?.
3.3.4 WSA and Professional Development: Whom Do We Learn From?
3.3.5 WSA and School Environment: Whom Do We Learn With?
3.4 Discussion
3.4.1 What Do We Learn? (Curricula)
3.4.2 Whom Do We Learn From? (Professional Development)
3.4.3 How Do We Learn? (Pedagogy/Didactics)
3.4.4 Where Do We Learn? (Building Management/Operations)
3.4.5 Whom Do We Learn With? (School Environment)
3.5 Ways Forward
References
4: How to Institutionalize a Whole School Approach to ESD
4.1 Introduction
4.2 What Is a Whole School Approach?
4.3 Aligning Inner School Organization with Authentic Sustainability Problems
4.4 Capacity Building as a Tool to Conceptualize Implementation of WSA to ESD
4.5 A School Improvement Process Leading to Establishing WSA to ESD
4.5.1 Initiation
4.5.2 Implementation
4.5.3 Institutionalization
4.6 Concluding Remarks
References
5: Getting to a Whole School Approach: Lessons From School Effectiveness and School Improvement in ESD Research
5.1 Introduction and Questions to Answer
5.2 The School Organization
5.3 Use and Potential of School Effectiveness Studies in ESD
5.4 Use and Potential of School Improvement Studies in ESD
5.5 Combining School Effectiveness and School Improvement Toward a WSA
5.6 How We See School Effectiveness and School Improvement Anchored in ESD Research
References
6: Dimensions and Conditions of the Development of a Sense of Empowerment in a Whole School Approach
6.1 Youth Voices About Their Sense of Empowerment
6.2 Epistemologies and Approaches in Climate Change Education for Empowerment
6.3 Clarification of Concepts Pertaining to Empowerment in Climate Change Education
6.3.1 The Capability Approach
6.3.2 Concepts Related to the Sense of Empowerment
6.4 Methodology.
6.5 Dimensions of the Sense of Empowerment and Links with the WSA
6.5.1 Vision, Ethos, Leadership, and Coordination
6.5.2 Curriculum
6.5.3 Pedagogy and Learning
6.5.4 Institutional Practices and Bureaucracy
6.5.5 Valuing Community and Intergenerational Connections
6.5.6 Capacity Building and Continued Professional Development of All School Staff
6.6 Three Main Findings for Empowering Youth in the Face of Climate Change
6.7 Conclusion
References
7: Accelerating Change-Making: Reflections on Embedding Regenerative Practices in School Climate Action
7.1 Introduction
7.1.1 Why Whole School Approaches to Climate Action Are Needed
7.1.2 Climate Action Accelerator Program: A Whole School Approach
7.2 Three Schools' Journeys Toward Whole School Climate Action
7.2.1 Southridge School
7.2.2 Hillfield Strathallan College
7.2.2.1 A Not-So-Novel Idea…
7.2.2.2 Meet the Learning Landscape
7.2.2.3 Setting the Course
7.2.2.4 Wayfinding Led by Students
7.2.2.5 Compelling Vision
7.2.2.6 Organizational Culture
7.2.2.7 Collective Learning
7.2.2.8 Physical Space
7.2.3 Trinity College School
7.3 Discussion
7.3.1 Commonalities
7.3.1.1 Regenerative Practice as Paradigm Shift
7.3.1.2 Leadership and Organizational Culture
7.3.2 Challenges
7.4 Conclusion
References
8: How can a Whole School Approach to Sustainability be Inclusive to All Learners?
8.1 Introduction
8.2 Inclusion-Oriented ESD
8.3 Whole School Approach to Inclusion-Oriented ESD
8.4 Research Design
8.5 Results
8.5.1 Understanding of Inclusion-Oriented ESD in Schools
8.5.1.1 All Means All
8.5.1.2 Participation
8.5.1.3 Contextualizing
8.5.2 Success Factors and Challenges for Inclusion-Oriented ESD
8.5.2.1 Resources
8.5.2.2 Workload.
8.5.2.3 Education System
8.5.2.4 Education and Training: Teaching Competences
8.5.2.5 Whole School Approach as a Driver
8.5.2.6 Participation and Self-Efficacy
8.5.2.7 Attitude
8.5.3 WSA for Inclusion-Oriented ESD
8.5.3.1 Whole School in Community Approach
8.5.3.2 Structural Level
8.5.3.3 Participation and Self-Efficacy
8.6 Discussion and Conclusion
References
9: The Whole-School Alignment Model: Facilitating a Teacher Team in Sustainable Entrepreneurship Education
9.1 Introduction
9.1.1 Tensions and Liminal Spaces in Transformative Entrepreneurship Education
9.1.2 Attunement and Alignment in Whole-School Transformative Processes
9.1.3 Context of the Study
9.1.4 Methods and Materials
9.1.5 The Whole-School Alignment Model (WSAM)
9.2 The Teacher Team Finding Their Pathways
9.2.1 The Structural Alignment Process: 'You Need to Start Somewhere'
9.2.2 The Process of Clarifying the Aim and Ways of Assessing: 'We See a Goal on the Horizon'
9.2.3 Reversing the Teacher and Student Roles: 'How Much should I Meddle?'
9.2.4 Renewing Identity: The Whole-School Transformation Process
9.3 Narrow Passages and Recurring Motifs
9.3.1 Narrow Passages Through Liminal Space
9.3.2 Recurring Motifs: Shared Ownership to Shared Questions
9.3.3 Reviewing the Model: 'These Arrows Should Perhaps Be Bent'
9.4 Conclusion and Implications: Facilitating Transformative Agency
References
10: Architecture as Educator for Sustainable Grown-Upness: An ESD Performance Framework for School Habitats
10.1 Introduction
10.1.1 School Habitats and Sustainability
10.1.2 Whole School Approach to ESD
10.1.3 Research Goal and Structure of the Chapter
10.2 Research Methodology
10.2.1 The Case Study
10.2.2 The Inductive Process
10.3 Vision on ESD.
10.3.1 The Hidden Curriculum of School Habitats
10.3.2 Education and Sustainable Development
10.3.3 Cultivation, Subjectification and Sustainable Grown-Upness
10.3.4 Relevancy for This Chapter
10.4 The Performance Concept for Building
10.4.1 An Exploration of Supplies: School Habitats
10.4.2 An Exploration of Performance: Habitats as Educators
10.4.3 An Exploration of Demands: Subjectification
10.5 The ESD Performance Framework for School Habitats
10.5.1 Engage the Heart
10.5.1.1 Direct Attention to Nature
10.5.1.2 Direct Attention to People
10.5.1.3 Direct Attention to Place
10.5.2 Exemplify to the Head
10.5.3 Enable the Hands
10.5.3.1 Educational?
10.5.3.2 Self-Limitation and Self-Activation
10.6 Discussion and Conclusions
10.6.1 A Whole School Approach and Teacher Literacy
10.6.2 A Moral Agenda in Education?
10.6.3 Conclusions
References
11: Developing a Whole (Pre)school Approach to Sustainability: Insights from Global Citizenship and Early Childhood Education Across Nordic Countries
11.1 Introduction
11.2 Global Citizenship in Early Childhood Education and a Whole School Approach to Sustainability
11.3 Linking a Whole School Approach to Sustainability with Early Childhood Education Research
11.4 Wholeness in Preschool Education
11.4.1 Greening of the Whole Preschool
11.4.2 The Whole Child's Learning
11.4.3 Wholeness in Preschool Teaching
11.4.4 Thematic Approach as a Perspective on a Whole Preschool
11.5 Lessons Learned from Global Citizenship to a Whole School Approach to Sustainability
References
Part 2: Practices
12: Activating the Petals in the 'WSA Flower Model': Critical Factors for Sustaining Schools' Pathways Towards a Whole-School Approach
12.1 Introduction
12.2 Background.
12.3 About the University-School Partnership.

Whole School Approaches to Sustainability : Education Renewal in Times of Distress.

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