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Title: Preface
Contributor(s): Taylor, Neil  (author)orcid ; Quinn, Frances  (author)orcid ; Eames, Chris (author)
Publication Date: 2015
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Field of Research (FoR) 2008: 130313 Teacher Education and Professional Development of Educators
130299 Curriculum and Pedagogy not elsewhere classified
130105 Primary Education (excl. Maori)
Field of Research (FoR) 2020: 390307 Teacher education and professional development of educators
390305 Professional education and training
390304 Primary education
Socio-Economic Objective (SEO) 2008: 970113 Expanding Knowledge in Education
930201 Pedagogy
930202 Teacher and Instructor Development
Socio-Economic Objective (SEO) 2020: 280114 Expanding knowledge in Indigenous studies
280109 Expanding knowledge in education
160302 Pedagogy
160303 Teacher and instructor development
Abstract: Sustainability, as a concept for actions that will result in a viable future for succeeding generations, is a priority. Political, technological, social and economic changes are needed to effect sustainability and must arise at all levels: intergovernmental, governmental, regional, local and individual. While international political change is vital to supporting sustainability, individuals can respond positively by acting sustainably, so that the combined actions of populations will preserve our futures. Each individual's action adds up to the total effect of humanity on our planet. We are all responsible for our collective actions. Under these conditions, education for sustainability (EfS) must be a major focus. Given that young children will become the next generation of adults, it is vital that they are educated about sustainability issues so they can be critically aware of the problems and take positive action to help preserve their future in a rapidly changing world. While evidence suggests that primary teachers are generally concerned about sustainability issues, an acknowledged lack of understanding of how to teach for sustainability and the perceived constraints emanating from current curriculum priorities commonly inhibit EfS from being developed in many classrooms.
Publication Type: Book Chapter
Source of Publication: Educating for Sustainability in Primary Schools: Teaching for the Future, p. ix-x
Publisher: Sense Publishers
Place of Publication: Rotterdam, The Netherlands
ISBN: 9789463000468
HERDC Category Description: B2 Chapter in a Book - Other
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Statistics to Oct 2018: Visitors: 100
Views: 257
Downloads: 1
Editor: Editor(s): Neil Taylor, Frances Quinn and Chris Eames
Appears in Collections:Book Chapter
School of Education

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