Building for a Sustainable Future in Our Schools: Brick by Brick

213 Pages·2017·5.839 MB·English

by  Rosemary Papa, Anna Saiti (eds.)

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
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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