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This book is situated in the simultaneous thinking (theory) and doing (action) of posthumanist performativity and new materialist methodologies to bring forth a multitude of stories that demonstrate co-constituted and co-implicated worldmaking practices. It is written in response to the fact that our Earth is at a critical juncture. As atmospheric temperatures rise and cast unprecedented and wide-spread social and ecological crises across the planet, social and ecological injustices and threats cannot be separated from globalising, neoliberal, capitalist, and colonial discourses that proliferate through anthropocentric and humancentric logics. Manifesting in binary classifications that position the human as separate from the Earth, and dominant categories of the human in hierarchies of power, such logics homogenise and institutionalise the field of environmental education and result in an over-emphasis on instrumentalist, technicist, and mechanistic teaching and learning practices. Exploring the affects emerging within, and between, an assemblage comprising Researcher/Teacher/Environmental Education Worldings, this book seeks to understand how the researcher makes sense of herself with/in the broader ecologies of the world; collaborative processes with an elementary-school teacher in Saskatchewan, Canada, as actualised through four co-created and co-implemented multisensory researcher/teacher enactments (Mindful Walking, Mapping Worlds, Eco-art Installation, and Photographic Encounters); and how the researcher/teacher organises themselves with Land-based pedagogies, environmental education curriculum policy, and wider discourses of Western education. This book does not propose a better way of teaching and learning in environmental education. Rather, showing how difference between categories is relationally bound, this book offers a conceptual (re)storying of human/Earth relationships in environmental education for social and ecological justice in these times of the Anthropocene. .

Environmental education. --- Science --- Education --- Environmental and Sustainability Education. --- Posthumanism. --- Educational Philosophy. --- Social aspects. --- Philosophy. --- Science and society --- Sociology of science

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Dark pedagogy explores how different perspectives can be incorporated into a darker understanding of environmental and sustainability education. Drawing on the work of the classic horror author H.P. Lovecraft and new materialist insights of speculative realism, the authors link Lovecraft’s ‘tales of the horrible’ to the current spectres of environmental degradation, climate change, and pollution. In doing so, they draw parallels between how humans have always related to the ‘horrible’ things that are scaled beyond our understanding and how education can respond to an era of climate catastrophe in the age of the Anthropocene. A new and darker understanding of environmental and sustainability education is thus developed: using the tripartite reaction pattern of denial, insanity and death to frame the narrative, the book subsequently examines the specific challenges of potentials of developing education and pedagogy for an age of mass extinction. This unflinching book will appeal to students and scholars of dark pedagogies as well as those interested in environment and sustainability education.

Environmental education. --- Education—Philosophy. --- Philosophy and social sciences. --- Environmental and Sustainability Education. --- Educational Philosophy. --- Philosophy of Education.

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Dark pedagogy explores how different perspectives can be incorporated into a darker understanding of environmental and sustainability education. Drawing on the work of the classic horror author H.P. Lovecraft and new materialist insights of speculative realism, the authors link Lovecraft’s ‘tales of the horrible’ to the current spectres of environmental degradation, climate change, and pollution. In doing so, they draw parallels between how humans have always related to the ‘horrible’ things that are scaled beyond our understanding and how education can respond to an era of climate catastrophe in the age of the Anthropocene. A new and darker understanding of environmental and sustainability education is thus developed: using the tripartite reaction pattern of denial, insanity and death to frame the narrative, the book subsequently examines the specific challenges of potentials of developing education and pedagogy for an age of mass extinction. This unflinching book will appeal to students and scholars of dark pedagogies as well as those interested in environment and sustainability education.

Environmental education. --- Education—Philosophy. --- Philosophy and social sciences. --- Environmental and Sustainability Education. --- Educational Philosophy. --- Philosophy of Education.

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This book delves into the current state and future prospects of systems thinking and sustainability education within business schools. It meticulously examines the trends and drivers shaping the demand and supply of such education, along with the implications and challenges it presents for various stakeholders and society at large. Strategic recommendations and suggestions are provided to elevate and propel systems thinking and sustainability education in business schools, outlining a visionary roadmap for the future. Furthermore, the book explores the intersectionality of sustainability and diversity in business education, offering examples and cases of visionary and innovative initiatives and projects in the field. Distinguished by special features such as illustrations, the book offers a comprehensive and integrative overview of the current landscape and future trajectories of systems thinking and sustainability education in business schools. The primary benefit for readers lies in gaining a deeper and broader understanding of systems thinking and sustainability education in business schools. It equips them with the knowledge to apply systems thinking and sustainability principles and tools to tackle the complex and wicked problems of the twenty-first century. Additionally, the book aims to inspire and inform business schools and their stakeholders to embrace and enhance systems thinking and sustainability education in their curricula and pedagogy, contributing to the advancement of sustainability and systems thinking in both business and society.

Environmental education. --- System theory. --- Operations research. --- Sustainability. --- Environmental and Sustainability Education. --- Complex Systems. --- Operations Research and Decision Theory.

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Children today face significant challenges in response to living in a globalised world and the impact of environmental threats to the planet. As such, there is an increasing need for schools to have a global perspective and to cultivate a critical sense of environmental and social responsibility in students. Environmental and Sustainability Education (ESE) in schools is frequently promoted as a route to achieving this, as it has the potential to empower learners to develop the necessary knowledge, understanding, skills, or competences to respond to the complex socio-environmental issues. However, there remains a general lack of pedagogical consensus as to how to teach either about or for ESE within school contexts.To develop effective ESE pedagogies, some educators look to transformative learning theory to encourage learners to move beyond the simple acquisition of knowledge to a change in worldview which not only affects their deeper level of understanding but, importantly for ESE, builds their capacity to think critically and plays an active role in providing a sustainable transformation of society. This book explores the pedagogy and practice of ESE, particularly focus on transformative pedagogies. Exploring themes including the attitudes of the teachers who are implementing transformative pedagogies, the tensions and emotional loads that teachers experience when seeking to develop their professional identity in the context of ESE, and how learning through ESE-informed practice involves and is intimately connected with emotions, this book will be of significant value for researchers and practitioners globally looking to develop transformative ESE practice.

Research & information: general --- education --- didactics --- teaching --- learning --- pragmatism --- sustainability commitment --- sustainability --- sustainable development --- cultural diversity --- teacher quality --- transculturalism --- educational transformation --- Environmental and Sustainability Education --- geography teacher --- teacher identity --- Environmental and Sustainability Education (ESE) --- secondary schools --- Initial Teacher Education (ITE) --- selective traditions --- teaching traditions --- teaching habits --- environmental and sustainability education --- functions of teaching --- functions of education --- ESD teaching approaches --- transformative sustainability learning --- collaborative reflection --- sport and the environment --- sport ecology --- education --- didactics --- teaching --- learning --- pragmatism --- sustainability commitment --- sustainability --- sustainable development --- cultural diversity --- teacher quality --- transculturalism --- educational transformation --- Environmental and Sustainability Education --- geography teacher --- teacher identity --- Environmental and Sustainability Education (ESE) --- secondary schools --- Initial Teacher Education (ITE) --- selective traditions --- teaching traditions --- teaching habits --- environmental and sustainability education --- functions of teaching --- functions of education --- ESD teaching approaches --- transformative sustainability learning --- collaborative reflection --- sport and the environment --- sport ecology